Teaching Linear Algebra to Engineering Students in Two Different Educational Settings: Design and Learning Outcomes
Permanent lenke
https://hdl.handle.net/10037/34648Dato
2024-02-16Type
Journal articleTidsskriftartikkel
Forfatter
Rensaa, Ragnhild JohanneSammendrag
The present paper holds a twofold perspective on a new teaching format in a linear algebra course given to engineering students. The design resembles the flipped classroom, but with various adjustments. The first part highlights the basis on which the design was built, both research results and practical issues, but also the implementation of the teaching. It did not proceed quite as expected. The second part focuses on the outcome. It concentrates on students’ feedback on learning in the course. To inform this part, answers to a questionnaire is related to results from a previous linear algebra course that was taught traditionally, and to students’ interpretation of achievements. Drawing both on the analyses of data and research literature, an adjusted teaching format is suggested to better facilitate for learning. This contributes to knowledge on how research-based teaching arrangements may develop.
Forlag
Nordic Journal of STEM EducationSitering
Rensaa RJ. Teaching Linear Algebra to Engineering Students in Two Different Educational Settings: Design and Learning Outcomes. Nordic Journal of STEM Education. 2024;8(1):27-39Metadata
Vis full innførselSamlinger
Copyright 2024 The Author(s)