Abstract:

In most of the modules in mathematics theory lessons are followed by lab lessons in which students practice whatever they studied in the theory class, by using Matlab, Excel and SPSS soft wares. Explanations on the board or on the computer using projectors are time consuming. The ability of different students to comprehend lessons varies with many requiring repeat explanations before they understand while the fast learners waste this time. This results in imbalance in teaching session. To avoid this situation a solution has been designed in which we prepare video lessons on lab exercises using Screencastomatic software and Wacom tablet. These videos are then converted into URL and then into QR codes (Quick Response).

The advantage is that Students can see such videos in advance, anywhere, anytime, any number of times and at their own pace. They can watch these on laptops or mobile or computers. QR codes for such lessons are also embedded in class note handouts which can be used later to retrieve data. Padlet is created and its link is also sent to students who can clarify their doubts and give feedback. Online group discussions are also scheduled whenever required. The advantage is that the students are fully prepared when they come to the lab to do the exercise. The teacher saves time in explaining and can instead utilize that time in helping students who are slow learners. The teacher’s efforts and time is now available for more advanced learning additionally, such videos can be used repeatedly with minor changes in different classes / semesters. A video bank prepared with all such lessons can be used by other teachers and students whenever required.

Keywords:

Digital learning, individual learning, independent learning, communication.