Abstract:

From several years ago, the European Higher Education Area (EHEA) is fostering some changes in the modes of learning and teaching. New pedagogical strategies and new assessment methods to promote and reward the continued efforts of students are sought.

This document is a follow-up to some previous studies [1, 2, 3, 4, 5] in which a methodology of the above type is developed with the help of new information and communication technologies. Our analysis is carried out on a Mathematics course with first year students of the Chemistry Degree of the Faculty of Science in the University of Cadiz. Note that Mathematics contents are important for students of technical degrees because they provide them with capacity for abstraction.

In the previous five papers, the authors use the tools given in Moodle, such as questionnaires, lessons and forums, to teach Mathematics. In [2] the initial mathematical level of the new students, who did not have good results in the preliminary exam, is increased only using Moodle, without teaching classes. In [1] and [3], the authors complement the usual classes and other activities with the use of Moodle tools. In [4] and [5] Moodle tools are combined with partial exams and computer activities.

In this academic year we continue in the same line of work and analyze the results achieved by Chemistry students. Just as in previous years, the students were proposed a level test at the beginning in order to they themselves and the professor had proof of the knowledge gained in their secondary education. Furthermore several activities in a virtual Moodle course have complemented teaching classes and three written exams. The correlation of e-learning tools with the final results of the students has been satisfactory.

On the other hand, we have applied an continuous evaluation system similar to last year. We compare with the results of preceding year and study possible improvements to the system.

In the paper, we present the activities, numerical results and conclusions. Thanks to this, we can evaluate the experience and propose betterments for future projects.

References:
[1] Cornejo-Piñero, M.E., Medina-Moreno, J., Ramírez-Poussa, E. (2011) Las matemáticas de los alumnos de nuevo ingreso. II Congreso Internacional: Uso y buenas prácticas con TIC. Málaga
[2] Medina-Moreno, J. (2012). E-learning con MOODLE para alumnos de matemáticas. I Congreso Virtual Internacional sobre Innovación Pedagógica y Praxis Educativa (INNOVAGOGIA 2012), pp. 840-845.
[3] Medina-Moreno, J., García-Andrades, J. (2013) University Students learn Mathematics with MOODLE. Edulearn 13, 5th International Conference on Education and New Learning Technologies. Barcelona.
[4] Medina-Moreno, J., García-Andrades, J., Villegas- Vallecillos, M. (2014) University Students learn Mathematics with MOODLE. Edulearn 14, 6th International Conference on Education and New Learning Technologies. Barcelona.
[5] Medina-Moreno, J., Izquierdo-Cruz, I., Villegas- Vallecillos, M. (2015) A methodology of continuous evaluation in mathematics based on partial controls and MOODLE. 7th International Conference on Education and New Learning Technologies. Barcelona.

Keywords:

Teaching innovation, Moodle, Mathematics e-learning, continuous assessment.