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Students’ Use of Learning Tools and Tool Types: Solving Self-Study Assignments on an Online Platform

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Details

Original languageEnglish
Title of host publicationSEFI 2016 Annual Conference Proceedings
Subtitle of host publicationEngineering Education on Top of the World: Industry University Cooperation
PublisherEuropean Society for Engineering Education SEFI
ISBN (Electronic)9782873520144
Publication statusPublished - 16 Sep 2016
Publication typeA4 Article in a conference publication
EventAnnual Conference of the European Society for Engineering Education -
Duration: 1 Jan 1900 → …

Conference

ConferenceAnnual Conference of the European Society for Engineering Education
Period1/01/00 → …

Abstract

ince 2002, a test titled Mathematics Basic Skills Test (BST) has been organized annually at Tampere University of Technology.In order to pass the Basic Skills Test, a student should be able to complete a set amount out of the 16 assignments within 45 minutes (in fall of 2015, the passing limit was 6 for engineering students, 8 for science and mathematics students). Students who failed the test were directed to the Remedial Instruction (RI). The Remedial Instruction is a set of 71 high school mathematics problems designed to brush up the skills of engineering students.

TUT students have, since 2006, been divided into different learner profile groups. This paper is the summary of studies on the behaviour of these different learner profile groups in the Remedial Instruction regarding their use of time and learning tools when solving their assignments.

Different types of learners indicate that their self-study habits on an online platform are very different. Students that are surface oriented in their studies use a lot of different learning tools, but do not produce good examination results. Skillful students seem to do well even without using a lot of tools. Thus, the current way at TUT, where students work on their remedial mathematics problems on their own could be developed further. Some change is needed, and one suggestion is using testing to ensure that the remedial training has had the desired effect.

Keywords

  • math-bridge, mathematics teaching, e-learning

Publication forum classification

Field of science, Statistics Finland