Kaizen teaching and the learning habits of engineering students in a freshman mathematics course

Jonas Gallenkämper (), Bernhard Heim (), Judith Kreuzer (), Florian Rupp (), Paul Stockhausen () and Nils Viet ()
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Jonas Gallenkämper: RWTH Aachen
Bernhard Heim: German University of Technology in Oman
Judith Kreuzer: RWTH Aachen
Florian Rupp: German University of Technology in Oman
Paul Stockhausen: German University of Technology in Oman
Nils Viet: German University of Technology in Oman

Central European Journal of Operations Research, 2016, vol. 24, issue 4, No 12, 1009-1030

Abstract: Abstract Which are the teaching methods that actually contribute to the learning of mathematics? The answer to this certainly is the holy grail of didactic and pedagogy, and should be supported by large scale statistical evidence. Our article aims at providing an initial step into this direction by first illustrating a teaching paradigm that is suited for the generation of large scale data sets: based on industry best practice quality assurance standards we introduce the Kaizen teaching paradigm which enforces Kolb’s reflective learning cycle on the students’ side. Second, we present and analyze the data we obtained through our pilot implementation at a engineering freshman mathematics course in the Sultanate of Oman. These emphasize the effectiveness of Kaizen teaching and once again show the necessity of continuous learning. A practice that seems to be forgotten in traditional university engineering courses due to the mere size of the audience. In particular it seems that a Markovian estimator for students’ performance may have to be considered.

Keywords: Student centred learning; Blended learning; Kaizen learning; Kolb cycle; Teaching in the Middle East (search for similar items in EconPapers)
Date: 2016
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DOI: 10.1007/s10100-015-0416-5

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