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dc.contributor.authorRensaa, Ragnhild Johanne
dc.date.accessioned2024-09-10T10:13:35Z
dc.date.available2024-09-10T10:13:35Z
dc.date.issued2024-02-16
dc.description.abstractThe 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.en_US
dc.identifier.citationRensaa RJ. Teaching Linear Algebra to Engineering Students in Two Different Educational Settings: Design and Learning Outcomes. Nordic Journal of STEM Education. 2024;8(1):27-39en_US
dc.identifier.cristinIDFRIDAID 2250917
dc.identifier.doi10.5324/njsteme.v8i1.5591
dc.identifier.issn2535-4574
dc.identifier.urihttps://hdl.handle.net/10037/34648
dc.language.isoengen_US
dc.publisherNordic Journal of STEM Educationen_US
dc.relation.journalNordic Journal of STEM Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleTeaching Linear Algebra to Engineering Students in Two Different Educational Settings: Design and Learning Outcomesen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US


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Attribution 4.0 International (CC BY 4.0)
Med mindre det står noe annet, er denne innførselens lisens beskrevet som Attribution 4.0 International (CC BY 4.0)