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PeerWise: Students creating questions for their peers PeerWise:学生为他们的同龄人提出问题
MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1309
Claire Ketnor, Amanda J Shaker, Karishma Raghupati, Van Tien Pham
{"title":"PeerWise: Students creating questions for their peers","authors":"Claire Ketnor, Amanda J Shaker, Karishma Raghupati, Van Tien Pham","doi":"10.21100/msor.v20i2.1309","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1309","url":null,"abstract":"PeerWise (https://peerwise.cs.auckland.ac.nz/) is a system which allows students to create multiple-choice questions for other students, answer questions posed by their peers and then provide feedback (Denny et al, 2008). There is evidence in the literature to show this method of assessment has a positive impact (e.g., Guilding et al. 2021; Fergus et al. 2021; Feeley and Parris 2012), particularly on students’ attainment and engagement. In a funded project, we introduced PeerWise into the assessment for a module at Sheffield Hallam University (U.K.) and another at La Trobe University (Australia). In this case study, we give an overview of PeerWise and the activities within the platform, results from our evaluation of the activity, and advice for implementation collected within the project from other practitioners around the world who have experience using PeerWise. Cohesive themes arising from our evaluation and the advice collected are summarised to form recommendations for improved student experience and outcomes, for future implementation of the PeerWise platform by practitioners.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"303 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77109889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are students too anxious for statistics anxiety workshops? 学生是否对统计焦虑研讨会过于焦虑?
MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1287
Ellen M Marshall, Anna Riach, Amanda J Shaker, D. Haigney
{"title":"Are students too anxious for statistics anxiety workshops?","authors":"Ellen M Marshall, Anna Riach, Amanda J Shaker, D. Haigney","doi":"10.21100/msor.v20i2.1287","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1287","url":null,"abstract":"Statistics is a widely taught subject in Higher Education but for many students, anxiety about statistics interferes with the learning process. Statistics anxiety workshops to help students understand and reduce statistics anxiety were developed by the authors and in 2020/21 delivered collaboratively and remotely with specific cohorts of students at three institutions. Prior to the workshops, all students within the targeted cohorts were asked to complete a survey which included measures of statistics anxiety, and asked if they were interested in attending the voluntary workshop. This enabled a comparison of the characteristics of groups who were interested or not. The workshops successfully attracted the targeted students, since those attending had higher overall statistics anxiety, software and maths anxiety, and anxiety around learning statistics. However, students with higher help seeking anxiety were less likely to attend.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79792460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Language and Discourse in the Learning of Statistical Concepts 统计概念学习中的语言和话语
MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1334
Francis McGonigal
{"title":"Language and Discourse in the Learning of Statistical Concepts","authors":"Francis McGonigal","doi":"10.21100/msor.v20i2.1334","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1334","url":null,"abstract":"Students on Business School courses will require a certain level of numerical ability; therefore, Mathematics and Statistics are important elements of the curriculum (Cottee et. al., 2014). Students often struggle with these quantitative parts of their course and this is sometimes seen as part of a general \"Mathematics Problem\" that impacts many disciplines including biology, economics, nursing and psychology (Mac an Bhaird and Lawson, 2012). Many students find Statistics in particular a difficult subject as it includes concepts which are complex and even counter-intuitive. For these students the way in which statistical ideas are communicated and specifically the use of language and discourse are of great importance.This paper reports on ongoing research into the role of language and discourse in teaching and learning Statistics. Included are: Findings from a Pilot Enquiry carried out in 2019; the theoretical background to the research and the challenges presented by the pandemic both for teaching and for the research.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84549776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Front matter 前页
MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1348
P. Rowlett
{"title":"Front matter","authors":"P. Rowlett","doi":"10.21100/msor.v20i2.1348","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1348","url":null,"abstract":"Front matter","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78571564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The effect of scheduling on attendance at synchronous online support tutorials in mathematics 时间安排对同步在线数学辅导课出勤率的影响
MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1316
Susie Pawley
{"title":"The effect of scheduling on attendance at synchronous online support tutorials in mathematics","authors":"Susie Pawley","doi":"10.21100/msor.v20i2.1316","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1316","url":null,"abstract":"Optional synchronous online support (SOS) tutorials play a key role in student success. However, with the additional pressures of external commitments on students are the “traditional times” of offering study support the optimal times?Following on from the trends in increased availability of mathematical support (Grove et al 2019) we have piloted a model that focusses on providing different SOS tutorials based on, time of day, study speed and study programme.The results of this pilot show, that whilst traditional times still attract the highest attendance, by offering a variety of SOS tutorials overall engagement can be significantly increased.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77794183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
CETL-MSOR 2021 - How did we do it? CETL-MSOR 2021 -我们是怎么做到的?
MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1302
M. Hodds
{"title":"CETL-MSOR 2021 - How did we do it?","authors":"M. Hodds","doi":"10.21100/msor.v20i1.1302","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1302","url":null,"abstract":"In 2021 the Continuing Excellence in Teaching and Learning in Maths, Stats and Operational Research (CETL-MSOR) was hosted as a hybrid event for the first time. The event was attended by delegates from around the world both in-person and virtually through the use of Microsoft Teams live events. Presenters were also able to present from their homes or present with others in different locations, including at the conference venue in Coventry. This article is written by the chair of the organising committee and provides an insight into how the conference was organised and run behind the scenes, giving advice and feedback for future hybrid conference organisers to learn from.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76658023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Facing Challenges in Remote Mathematics Education and Support by building a Community of Practice around Student-Staff Partnership 面对远程数学教育的挑战，建立以师生合作为核心的实践社区
MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1314
Deidre Casey, Isabella Fairclough, Vesna Perisic, W. Carey, Ann Smith
{"title":"Facing Challenges in Remote Mathematics Education and Support by building a Community of Practice around Student-Staff Partnership","authors":"Deidre Casey, Isabella Fairclough, Vesna Perisic, W. Carey, Ann Smith","doi":"10.21100/msor.v20i1.1314","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1314","url":null,"abstract":"Our active community of practice, developed from a weekly book club, formed through a shared interest in student-centred learning. Inspired by the book The Power of Partnership, this interdisciplinary group fostered and nurtured two practical mathematical applications through a partnership approach. In Munster Technological University academic support, including Mathematics and Statistics support, is offered to students through the Academic Learning Centre (ALC). Project 1 explored, through student-staff partnership, how best to promote the ALC. The project challenged our assumptions of how students would like to interact with the service. Project 2 focused on teaching mathematical analysis to a large cohort of year two students at the University of Southampton during the Covid-19 pandemic, elaborating on how small study groups, facilitated by student partners, were utilised to maintain a sense of connection and belonging, when possibilities for in-person teaching were extremely reduced. This paper discusses how a dispersed community of practice collaborated to enhance learning and teaching of mathematics.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89973001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Changes with time of Practitioners’ opinions of online Mathematics and Statistics Support 从业人员对在线数理统计支持看法的变化
MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1318
H. Gilbert
{"title":"Changes with time of Practitioners’ opinions of online Mathematics and Statistics Support","authors":"H. Gilbert","doi":"10.21100/msor.v20i1.1318","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1318","url":null,"abstract":"As an established part of the infrastructure of many higher education institutions in the UK and across the world, Mathematics and Statistics Support (MSS), was forced to move to an online setting as a result of restrictions put in place due to the COVID-19 pandemic. With institutions offering limited online support prior to the pandemic, MSS practitioners were mostly unprepared to deliver online provisions. Survey data from May 2020 gives a first look at the immediate response of practitioners to online MSS. Interview data from January/February 2021 explores opinions after a period of reflection, and survey data from June 2021, over a year on from the initial sample, provides a direct comparison in opinion of online support a year later. This paper explores these three datasets, investigating the practitioner perspective and offers an overall reflection of how MSS practitioners’ opinions of online support measures have changed from their “crisis-reaction” at the beginning of the pandemic to a more considered response as COVID-19 prevention measures are beginning to ease a year later.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"187 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81462441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Impact of COVID-19 on Year 13 A level Mathematics Students: findings of a small-scale survey 2019冠状病毒病对13年级A级数学学生的影响:一项小规模调查的结果
MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1315
Charlotte Price, A. Owen, D. Lawson
{"title":"The Impact of COVID-19 on Year 13 A level Mathematics Students: findings of a small-scale survey","authors":"Charlotte Price, A. Owen, D. Lawson","doi":"10.21100/msor.v20i1.1315","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1315","url":null,"abstract":"In England, students who were awarded A levels in the summer of 2021 experienced disruption in their education during Years 12 and 13 (i.e., throughout the whole of their A level studies) due to the COVID-19 pandemic. National examinations were cancelled in 2021 (as in 2020) and students were given Teacher-Assessed Grades (TAGs). In determining these grades, teachers were instructed to judge students’ achievements in relation to the material that had been covered during Years 12 and 13 rather than against the complete A level syllabus. This small-scale study investigated potential impacts of the unusual experience of Year 13 A level mathematics students on factors including topics covered, confidence in mathematics, post-A level intentions and readiness for higher education, with a view to considering challenges around the transition to higher education. Data were gathered using student and teacher questionnaires. In total, 174 students and 27 teachers from 19 schools/colleges across the country (including one college in Wales) completed the questionnaires. This paper gives a high-level overview of the main messages emerging from the questionnaire responses. It is intended to undertake a more in-depth analysis of the data at a later date and report the findings from the more detailed analysis in subsequent papers.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"566 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78913031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Remote active learning 远程主动学习
MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1308
Ewan Russell
{"title":"Remote active learning","authors":"Ewan Russell","doi":"10.21100/msor.v20i1.1308","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1308","url":null,"abstract":"Following the necessary shift to online learning in mathematics due to the COVID-19 pandemic, it was widely reported across the sector that encouraging students to engage in online synchronous sessions was very challenging. In this case study, the design and delivery of synchronous sessions for a large Year 1 mathematics module will be discussed. These synchronous sessions utilised an active learning approach which sought to address the difficulties in online learning through a focus on playfulness and games. This approach created opportunities for peer learning and successfully encouraged student engagement and interaction.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"41 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82847377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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