Browsing by Author "Martin, Errol"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- Online engineering mathematics course: development and implementation of a successful projectPublication . Baptista Soares, Filomena; Paula Lopes, Ana; Cellmer, Anna; Uukkivi, Anne; Serrat, Carles; Pantazi, Chara; Feniser, Cristina; Safiulina, Elena; Martin, Errol; Serdean, Florina; Kierkosz, Igor; Kelly, Gerald; Cymerman, Joanna; Brown, Ken; Alier, Marc; Latõnina, Marina; Bruguera, M; Estela, M. Rosa; Labanova, Oksana; Bocanet, Vlad; Sushch, VolodymyrAccording to the New UNESCO global survey studying the effect of Covid-19 on higher education (2021) the pandemic has had an impact on higher education systems in terms of access and quality of teaching and learning. Covid-19 has caused the suspension and cancellation of teaching activities and its major impact on teaching and learning is the increase in online education. The Engimath - Mathematics on-line learning model in engineering education - was successfully carried out at the very right moment, as in recent two years there has been a significant increase in demand for a 100% online mathematics course with interactive learning materials and largescale practicing opportunities as well as for a mathematics online assessment model. This project has successfully developed a high-level online course as a basis for offering output-oriented education in engineering mathematics. Some of development stages, that led this project – EngiMath - to an outstanding successful end, will be presented in this paper. These go from the educational needs’ analysis to its implementation and use, even allowing an open and live test.
- Poster: Technique of Active Online Training: Lessons Learnt from EngiMath ProjectPublication . Labanova, Oksana; Safiulina, Elena; Latõnina, Marina; Uukkivi, Anne; Bocanet, Vlad; Feniser, Cristina; Serdean, Florina; Paula Lopes, Ana; Baptista Soares, Filomena; Brown, Ken; Kelly, Gerald; Martin, Errol; Cellmer, Anna; Cymerman, Joanna; Sushch, Volodymyr; Kierkosz, Igor; Bilbao, Javier; Bravo, Eugenio; Garcia, Olatz; Varela, Concepción; Rebollar, CarolinaThe goal of this paper is to introduce a technique of creating self-tests that has allowed to actively incorporate university students into the learning process. The study was conducted within the framework of the Erasmus+ Project EngiMath. Partners’ peer reviews, the survey results and the students’ comments in forums and test results were used to conduct the research. The students’ overall satisfaction was in a high level. However, opportunities for some technical improvement has been emerged like the formulation of the tasks needs to be very clear and the time required to perform the tests must be limited. The following conclusions can be drawn from the study. The use of self-tests at all stages of training has intensified the assimilation of the material, i.e. increased understanding of theoretical material and developed computational skills. By completing a series of such assignments on each topic of the course, students had mastered the methodology of studying the topic and mastered specific teaching material on this topic. Feedback made, taking into account typical errors, has allowed the students to analyse their knowledge. A large number of variations for such tasks has allowed students to be involved in the process of active independent and individualized self-study.