Abstract:

Students do not come to a technical university to study mathematics as such. However, mathematics is an integral part of their studies and in many cases also of their further professional focus. From our point of view, it is important that students acquire the right skills in formulating their thoughts, asking questions, and finding answers to these questions using mathematics. However, the inquiry remains how to manage the educational process so that the educational goals are fulfilled, and the knowledge, skills, and competences of students are sustainable and applicable in solving engineering problems.

This paper focuses on adherence to the basic principles of active learning, where the attention is on the student’s activity, and the teacher is in the role of mentor, advisor, coach. Implementation of our approach means significant changes in the massive (or bulk) delivery of knowledge using available information technologies. The main benefits of the presented system consist of the increased level of knowledge students have, along with their satisfaction with the results and the form of their study. The most important changes arising from our approach are the following. First, the study process became distributed in space and in time. Second, it can be piecewise continuous in time, and, since all students can study at their own pace, it runs in multiple individual time scales. The most important change, however, is the shift of the paradigm the educational process from transmissive “teach–learn” to active “study”.

Acknowledgement:
This research was funded by the Scientific Grant Agency (VEGA) under grant VEGA 1/0674/23, the Cultural and Educational Grant Agency MŠVVaŠ SR (KEGA) under grant 006TUKE-4/2024, and by the Slovak Research and Development Agency (APVV) under grant APVV-22-0508.

Keywords:

Active learning, education, e-learning.