About this paper

Appears in:
Pages: 9940-9950
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0881

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

INNOVATION MATHEMATICS PROJECT, BLENDED EDUCATION IN PRACTICE: A CASE STUDY AT DELFT UNIVERSITY OF TECHNOLOGY

J. Gordijn, A. Oosterhout, W. Dijkstra

Delft University of Technology (NETHERLANDS)
All first-year students at Delft University of Technology (TU Delft) are required to take mathematics courses, but their motivation to participate in these courses is generally lower than their motivation for courses that belong to their main field of study. These lower levels of commitment often lead to lower results and weaker understanding of mathematical concepts, which in turn affect the rest of their studies. Two years ago, TU Delft introduced blended learning in the first-year interfaculty mathematics courses, in order to improve results, make more efficient use of teaching staff, facilitate the transfer of math knowledge to other subjects and better connect with today’s students. In this paper we provide an insight into the project, based on student and educator interviews, observations and surveys. Furthermore, we examine the impact of the flipped classroom model used in the project. Our findings suggest that the model could be a promising way of enhancing students’ learning performance. The main results show that students have a more active learning experience, compared to the traditional setup of these courses, leading to more engagement and interaction. Furthermore, the project structure of the flipped math courses, provides opportunities for more scalable education. Based on our findings we provide recommendations, not just for this project but also for other course teams who are setting up similar projects in order to help them develop a model that best serves their education.
@InProceedings{GORDIJN2017INN,
author = {Gordijn, J. and Oosterhout, A. and Dijkstra, W.},
title = {INNOVATION MATHEMATICS PROJECT, BLENDED EDUCATION IN PRACTICE: A CASE STUDY AT DELFT UNIVERSITY OF TECHNOLOGY},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0881},
url = {http://dx.doi.org/10.21125/edulearn.2017.0881},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {9940-9950}}
TY - CONF
AU - J. Gordijn AU - A. Oosterhout AU - W. Dijkstra
TI - INNOVATION MATHEMATICS PROJECT, BLENDED EDUCATION IN PRACTICE: A CASE STUDY AT DELFT UNIVERSITY OF TECHNOLOGY
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0881
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 9940
EP - 9950
ER -
J. Gordijn, A. Oosterhout, W. Dijkstra (2017) INNOVATION MATHEMATICS PROJECT, BLENDED EDUCATION IN PRACTICE: A CASE STUDY AT DELFT UNIVERSITY OF TECHNOLOGY, EDULEARN17 Proceedings, pp. 9940-9950.
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