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Enhancing Learning in Engineering Mathematics Education: Utilising Educational Technology and Promoting Active Learning

Research output: Book/ReportDoctoral thesisMonograph

Details

Original languageEnglish
PublisherTampere University
Number of pages180
ISBN (Electronic)978-952-03-1013-4
ISBN (Print)978-952-03-1012-7
Publication statusPublished - 29 Mar 2019
Publication typeG4 Doctoral dissertation (monograph)

Publication series

NameTampere University Dissertations
Volume38
ISSN (Print)2489-9860
ISSN (Electronic)2490-0028

Abstract

This study contributes to the discussion of development of engineering mathematics education from two different perspectives: to explore the possibilities to enhance engineering mathematics teaching and learning with the help of educational technology, and to promote active learning of students. From these two perspectives, it has been explored, for example, how engineering students experience the usage of selected educational technology and does utilisation of educational technology affect students’ activity or learning. The investigations have concentrated on developing a feasible framework for mathematics teaching and learning in Bachelor’s level engineering education. From the theoretical perspective, this dissertation discusses instruments to promote students’ active learning as a part of the framework.

The research has been conducted between 2011-2017 with four empirical studies at Tampere University of Applied Sciences. The adopted research approach is design-based research that has included several iterative cycles for developing the framework for mathematics teaching and learning. This process has included twentyfive university of applied sciences level engineering mathematics course implementations. Short educational video lectures and computer-aided assessment were the main educational technologies that were implemented during the research process.

As an outcome of the research, the guidelines for utilising selected educational technology and activating students in similar educational setting are given. These guidelines provide knowledge for developing instructional design and learning resources especially at UAS-level engineering mathematics context. The findings indicated that engineering students experience short educational video lectures and computer-aided assessment as meaningful and feasible for mathematics learning.

Students used short educational videos for different learning purposes and pointed out such benefits as repeatability and having more time in peace to learn and understand the current task at hand. When non-compulsory automatically assessed online exercises were provided, high completion rate were detected among study groups.

Utilising short educational videos and computer-aided assessment provides instant feedback to students about their learning process. The findings indicated that such resources have a potential to motivate, activate and promote self-regulated learning. However, the most of the students were studying nearby the deadlines. Hence, proper and distinct assignment deadlines guide students’ learning activity and are more likely to activate them.

Overall, the focus of this dissertation has been on the utilisation of potential of digitalisation and the promotion of active learning. At the center of the prevailing digitalisation hype, these both goals play a central role in higher education. Thus, the dissertation discusses topics covered in many higher education institutions nationally and internationally.

Field of science, Statistics Finland

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