学生在线性代数课程中使用视频讲座的方式

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Frank Feudel, Anja Panse
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引用次数: 0

摘要

视频讲座已成为许多大学数学课程中的常见元素,学生们通常认为视频讲座能以各种方式帮助他们学习。然而,一些研究表明,使用这类视频讲座的学生考试成绩往往较差。因此,研究学生如何使用视频讲座非常重要。我们对线性代数课程的九名学生进行了访谈,了解他们在观看预录视频讲座时进行的活动。在这些访谈中,我们的所有参与者都详细报告了他们在观看时所进行的大量活动,我们的研究还结合具体内容实例对这些活动进行了情境分析。不过,我们的研究也表明,即使学生在观看视频讲座时非常活跃,他们对实际内容的认知参与度也可能相当低。接下来,我们将讨论实施视频讲座可能带来的后果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ ways of using video lectures in a linear algebra course
Video lectures have become a common element in many university mathematics courses, and students often believe that these support their learning in various ways. However, some studies indicate that students who use such video lectures frequently perform lower in exams. Hence, it is important to investigate how students use video lectures. We interviewed nine students of a linear algebra course about the activities they carried out when watching prerecorded video lectures. In these interviews, all our participants reported in detail lots of activities they engaged in while watching, and our study contextualizes these activities with content-specific examples. However, our study also indicates that even if students are very active while watching video lectures, their cognitive engagement with the actual content might nevertheless be rather low. Possible consequences concerning the implementation of video lectures are then discussed.
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来源期刊
Teaching Mathematics and Its Applications
Teaching Mathematics and Its Applications EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
25.00%
发文量
24
期刊介绍: The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal"s readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.
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