Effects of a Mathematical Bridging Course

Stephanie Reich, Markus Ebner, Martin Ebner

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

Abstract

The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.
LanguageEnglish
Title of host publicationProceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference
Place of PublicationNaples, Italy
Pages197-202
Number of pages6
Volume2356
StatusPublished - 2019

Publication series

NameCEUR Workshop Proceedings
PublisherRWTH Aachen
ISSN (Print)1613-0073

Keywords

  • Bridging course
  • MINT
  • MOOC
  • Technology-enhanced learning

ASJC Scopus subject areas

  • Computer Science(all)

Fields of Expertise

  • Information, Communication & Computing

Cite this

Reich, S., Ebner, M., & Ebner, M. (2019). Effects of a Mathematical Bridging Course. In Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference (Vol. 2356, pp. 197-202). (CEUR Workshop Proceedings). Naples, Italy.

Effects of a Mathematical Bridging Course. / Reich, Stephanie; Ebner, Markus; Ebner, Martin.

Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference. Vol. 2356 Naples, Italy, 2019. p. 197-202 (CEUR Workshop Proceedings).

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

Reich, S, Ebner, M & Ebner, M 2019, Effects of a Mathematical Bridging Course. in Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference. vol. 2356, CEUR Workshop Proceedings, Naples, Italy, pp. 197-202.
Reich S, Ebner M, Ebner M. Effects of a Mathematical Bridging Course. In Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference. Vol. 2356. Naples, Italy. 2019. p. 197-202. (CEUR Workshop Proceedings).
Reich, Stephanie ; Ebner, Markus ; Ebner, Martin. / Effects of a Mathematical Bridging Course. Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference. Vol. 2356 Naples, Italy, 2019. pp. 197-202 (CEUR Workshop Proceedings).
@inproceedings{7668908c469d4229bea74f06370c9cac,
title = "Effects of a Mathematical Bridging Course",
abstract = "The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.",
keywords = "Bridging course, MINT, MOOC, Technology-enhanced learning",
author = "Stephanie Reich and Markus Ebner and Martin Ebner",
year = "2019",
language = "English",
volume = "2356",
series = "CEUR Workshop Proceedings",
publisher = "RWTH Aachen",
pages = "197--202",
booktitle = "Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference",

}

TY - GEN

T1 - Effects of a Mathematical Bridging Course

AU - Reich, Stephanie

AU - Ebner, Markus

AU - Ebner, Martin

PY - 2019

Y1 - 2019

N2 - The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.

AB - The secondary to tertiary transition is generally considered as problematic. Thereby, especially mathematics is a significant barrier for students of universities. The reasons are diverse and occur not least because of the changes in the school curriculum caused by the centralised school leaving examination. Subsequently, many universities and academies in the European area provide various approaches to work against the widely spread issue. In 2018, a free accessible online bridging courses for mathematics was designed by Graz University of Technology. The course is provided on the iMooX platform 1 and represents a form of technology-enhanced learning. The aim is to optimise the design of the course considering the needs of freshmen and freshwomen. Following the active course period, course participants take part in evaluations. The outcomes are investigated, which represents the empirical part of the paper. The online course receives positive feedback. As a consequence, it is recommended to continue the course offer within the next few years.

KW - Bridging course

KW - MINT

KW - MOOC

KW - Technology-enhanced learning

UR - https://www.researchgate.net/publication/333561376_Effects_of_a_Mathematical_Bridging_Course

M3 - Conference contribution

VL - 2356

T3 - CEUR Workshop Proceedings

SP - 197

EP - 202

BT - Proceedings of Work in Progress Papers of the Research, Experience and Business Tracks at EMOOCs 2019 co-located with the (European MOOCs Stakeholders Submmit 2019) Conference

CY - Naples, Italy

ER -