A comparative assessment of delivery methods of mathematics and technology enhanced learning

Michael Elsdon (), Krishna Busawon (), Anne Vigouroux (), Richard Binns (), Ian Forbes () and Vanessa Railland ()
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Michael Elsdon: Northumbria University
Krishna Busawon: Northumbria University
Anne Vigouroux: University of Nice Sophia Antipolis
Richard Binns: Northumbria University
Ian Forbes: Northumbria University
Vanessa Railland: INSA of Bourges

No 8309085, Proceedings of Teaching and Education Conferences from International Institute of Social and Economic Sciences

Abstract: This paper is concerned with the delivery methods of mathematics in engineering subjects and the use of technology enhanced learning in higher education systems. Anecdotal evidence suggests that there is a lack of interest in mathematical modules by engineering students in recent years, a trend that appears to be growing. At the same time, many universities have invested heavily in e-learning tools in an effort to engage students. This report aims to investigate whether these tools are a support or barrier when teaching mathematics to engineering students, and to examine if they have had any effect on student engagement. The report also investigates student opinions of technology enhanced learning versus traditional methods of teaching.

Keywords: assessment of learning; technology enhanced learning; delivery methods (search for similar items in EconPapers)
JEL-codes: I20 I21 I29 (search for similar items in EconPapers)
Pages: 9 pages
Date: 2018-07
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Published in Proceedings of the Proceedings of the 5th Teaching & Education Conference, Amsterdam, Jul 2018, pages 27-35

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