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

Tutkimustuotosvertaisarvioitu

Standard

Students’ Use of Learning Tools and Tool Types : Solving Self-Study Assignments on an Online Platform. / Myllykoski, Tuomas; Pohjolainen, Seppo; Ali-Löytty, Simo.

SEFI 2016 Annual Conference Proceedings: Engineering Education on Top of the World: Industry University Cooperation. European Society for Engineering Education SEFI, 2016.

Tutkimustuotosvertaisarvioitu

Harvard

Myllykoski, T, Pohjolainen, S & Ali-Löytty, S 2016, Students’ Use of Learning Tools and Tool Types: Solving Self-Study Assignments on an Online Platform. julkaisussa SEFI 2016 Annual Conference Proceedings: Engineering Education on Top of the World: Industry University Cooperation. European Society for Engineering Education SEFI, ANNUAL CONFERENCE OF THE EUROPEAN SOCIETY FOR ENGINEERING EDUCATION, 1/01/00.

APA

Myllykoski, T., Pohjolainen, S., & Ali-Löytty, S. (2016). Students’ Use of Learning Tools and Tool Types: Solving Self-Study Assignments on an Online Platform. teoksessa SEFI 2016 Annual Conference Proceedings: Engineering Education on Top of the World: Industry University Cooperation European Society for Engineering Education SEFI.

Vancouver

Myllykoski T, Pohjolainen S, Ali-Löytty S. Students’ Use of Learning Tools and Tool Types: Solving Self-Study Assignments on an Online Platform. julkaisussa SEFI 2016 Annual Conference Proceedings: Engineering Education on Top of the World: Industry University Cooperation. European Society for Engineering Education SEFI. 2016

Author

Myllykoski, Tuomas ; Pohjolainen, Seppo ; Ali-Löytty, Simo. / Students’ Use of Learning Tools and Tool Types : Solving Self-Study Assignments on an Online Platform. SEFI 2016 Annual Conference Proceedings: Engineering Education on Top of the World: Industry University Cooperation. European Society for Engineering Education SEFI, 2016.

Bibtex - Lataa

@inproceedings{4cf523a8bd834c999a0cca59c8a362dc,
title = "Students’ Use of Learning Tools and Tool Types: Solving Self-Study Assignments on an Online Platform",
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",
author = "Tuomas Myllykoski and Seppo Pohjolainen and Simo Ali-L{\"o}ytty",
year = "2016",
month = "9",
day = "16",
language = "English",
booktitle = "SEFI 2016 Annual Conference Proceedings",
publisher = "European Society for Engineering Education SEFI",

}

RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - Students’ Use of Learning Tools and Tool Types

T2 - Solving Self-Study Assignments on an Online Platform

AU - Myllykoski, Tuomas

AU - Pohjolainen, Seppo

AU - Ali-Löytty, Simo

PY - 2016/9/16

Y1 - 2016/9/16

N2 - 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.

AB - 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.

KW - math-bridge

KW - mathematics teaching

KW - e-learning

M3 - Conference contribution

BT - SEFI 2016 Annual Conference Proceedings

PB - European Society for Engineering Education SEFI

ER -