Naslov
Learning outcomes in mathematics: case study of their implementation and evaluation by using e-learning

Autori
Divjak, Blaženka ; Ostroški, Mirela

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
The second international scientific colloquium Mathematics and Children (Learning outcomes). Monography. / Margita Pavleković - Zagreb : Element, 2009, 65-76

ISBN
978-953-197-568-1

Skup
Mathematics and Children (Learnig Outcomes)

Mjesto i datum
Osijek, Hrvatska, 24.04.2009

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
learning outcomes; mathematics; ICT; e-learning; taxonomy; e-portfolio

Sažetak
Learning outcomes are considered to be a key tool for student-centered teaching and learning. In implementation of learning outcomes both the top-down approach and the bottom-up approach need to be combined. Whereas the former takes into account the overall study program and the level of study, the latter departs from the level of a particular unit and course. In devising the instruction of mathematics for non-mathematics majors it is essential to recognize the role that mathematical tools and models play in such a study program. In doing so, students’ pre-knowledge of mathematics should by no means be disregarded. In our paper we aim to present a case study of implementation of learning outcomes in several mathematical subjects within the Information and Business Systems study program at the Faculty of Organization and Informatics of the University of Zagreb. In the first phase, after the learning outcomes have been recognized, they are harmonized with students’ pre-competences, teaching methods, student workload (ECTS), continuous monitoring of students’ achievements and their assessment, while taking into account different learning and motivation styles. During the second phase the learning styles evaluation model is elaborated and the relation and interactions between different elements of the learning and teaching process are verified. The entire process is heavily supported by ICT and executed through blended e-learning and the use of social software such as wiki, e-portfolio, etc. Such a delivery mode does not only enhance student motivation for learning mathematics and the availability of teaching and learning materials but also improves communication between the student and the teacher, as well as that among the students themselves. In addition, it enables the teacher to store a lot of students’ artifacts, which opens many possibilities for the evaluation of learning outcomes.

Izvorni jezik
Engleski

Znanstvena područja
Matematika, Pedagogija

POVEZANOST RADA