A comparative study of a computer-based and a standard college first-year calculus course

The purpose of this study was to explore how undergraduate university students react to chess instruction. Certain patterns emerged from 10 offerings of a Freshman Seminar entitled “Beginners’ Chess and 21st Century Thinking Skills”. The course enrolled only first-year and second-year undergraduate students at a large public state university in the USA. The students tended to have little or no knowledge of chess prior to the course. The course made extensive use of chess-related websites available on the Internet such as chess.com, lichess.org, and chessgames.com. The instruction involved the projection of a chess-related website projected onto a large classroom screen with the use of an instructor’s computer connected to a projector that projected the computer-based image onto the screen. The course had 10-20 students in each annual offering of the course that lasted 15 weeks. The student evaluations of the course were very positive, indicating that the students enjoyed the course very much. The course involved instruction in chess on topics such as tactics and basic checkmates along with instruction on the cognitive psychological foundations of chess on topics such as problem solving and critical thinking. The primary task in the course was that each student had to prepare a critical evaluation of two of their own chess games that included correct usage of proper algebraic notation for the chess moves. The chess activity that the students enjoyed the most was group competition.

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Priming Numbas for formative assessment in a first-year mathematics unit

10.14742/ascilite2021.0145 ◽

2021 ◽

Author(s):

Vivien Challis ◽

Roger Cook ◽

Pranit Anand

Keyword(s):

Formative Assessment ◽

Mathematics Learning ◽

First Year ◽

Rigorous Evaluation ◽

Assessment Design ◽

University Of Technology ◽

Computer Based ◽

Mathematical Sciences ◽

Automated Feedback ◽

Computer Aided Learning

This paper outlines an initiative that involved implementing ‘Numbas’ as a computer-based tool to support mathematics learning. ‘Numbas’ was implemented within the existing learning management system at Queensland University of Technology, where students engaged in formative assessment activities independently and were provided with automated feedback along the way. An initial evaluation was undertaken by learning designers using the ‘Assessment Design Decisions Framework’, and although more rigorous evaluation is underway, results indicate positive outcomes, and appropriate adjustment is likely to be made before rolling it out to other units within the School of Mathematical Sciences. This paper will be of interest to other educators looking for ways to embed independent computer-aided learning of mathematics.

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Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

Australasian Journal of Educational Technology ◽

10.14742/ajet.970 ◽

2011 ◽

Vol 27 (2) ◽

Cited By ~ 16

Author(s):

David L. Neumann ◽

Michelle M. Neumann ◽

Michelle Hood

Keyword(s):

Blended Learning ◽

Student Learning ◽

First Year ◽

Negative Attitudes ◽

Learning Framework ◽

Integration Of Technology ◽

Statistics Course ◽

Real World Applications ◽

Computer Based ◽

Enhance Student Learning

<span>The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.</span>

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Comparative study of conventional teaching methods and case discussions among the First Year MBBS Students

Astrocyte ◽

10.4103/astrocyte.astrocyte_31_17 ◽

2017 ◽

Vol 3 (4) ◽

pp. 209

Author(s):

Ekta Debnath ◽

Parijat Gogoi ◽

Ritu Singh ◽

Anju Jain

Keyword(s):

Comparative Study ◽

Teaching Methods ◽

First Year ◽

Conventional Teaching ◽

Case Discussions

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Computer Based Acquisitions System at Texas A&I University

Information Technology and Libraries ◽

10.6017/ital.v1i1.2922 ◽

1968 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Ned C. Morris

Keyword(s):

First Year ◽

Order Information ◽

Disk Storage ◽

Multiple Orders ◽

Computer Based ◽

The University ◽

Future Work ◽

Further Development

<span>In September 1966, a system was initiated at the University which provides for the use of automatically produced multiple orders and for the use of change chards to update order information on previously placed orders already on disk storage. The system is geared to an IBM 1620 Central Proessing Unit (40K) which has processed a total of 10,222 order transactions the first year. It is believed that the system will lend itself to further development within its existing framework and that it will be capable of handling future work loads.</span>

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