学生对跨国教育本科数学中平板教学与学习的看法
Student Perceptions of Tablet-Based Teaching and Learning in TNE Undergraduate Mathematics
浏览论文内容
中文总结 AI 辅助
本研究通过19名本科生的五点量表调查，发现跨国教育数学课程中平板教学在支持逐步理解和课堂参与方面获积极评价，但长期记忆与兴趣等方面看法不一。
中文摘要 AI 辅助
基于平板的教学与学习在大学数学课程中日益普遍，其提供了数字墨水、动态可视化和实时批注等功能。然而，关于学生如何看待平板支持的教学与学习的具体利弊，尤其是跨国教育（TNE）环境下的经验证据仍然有限。本文报告了一项针对应用科学学位项目中数学课程本科生（n=19）的小规模探索性调查结果，学生匿名使用五点李克特量表对一系列关于平板教学体验的陈述进行了评分。初步分析显示，该队列的学生最积极地评价平板教学在通过实时批注和结构化笔记支持逐步理解及课堂主动参与方面的作用。相比之下，关于长期记忆、对数学的兴趣以及对替代教学方法的偏好等方面的看法则更为不一。这些发现表明，该队列的学生对平板教学在支持程序性理解方面持积极态度，而对学习其他方面的看法则显得更为多样。
英文摘要
Tablet-based teaching and learning has become increasingly common in university mathematics courses, offering capabilities such as digital ink, dynamic visualisation, and real-time annotation. However, there is limited experiential evidence regarding how students perceive the specific benefits and drawbacks of tablet-supported teaching and learning, particularly in Transnational Education (TNE) settings. This paper presents results from a small-scale exploratory survey of undergraduate students ($n = 19$) attending mathematics courses within an applied sciences degree programme, who anonymously rated a set of statements regarding their experiences with tablet-based instruction on a five-point Likert scale. Initial analysis shows that students in this cohort perceived tablet teaching most positively in supporting step-by-step understanding and active engagement during lectures through real-time annotation and structured note-taking. In contrast, perceptions related to long-term recall, interest in mathematics, and preference over alternative teaching methods were more mixed. These findings suggest that students in this cohort perceived tablet-based teaching positively for supporting procedural understanding, while perceptions of other aspects of learning appeared more varied.
发表机构
- Queen Mary University of London（伦敦大学玛丽女王学院）
机构由 AI 辅助整理，请以论文原文为准。
