Benefits of a blended approach in teaching undergraduate mathematics

Louw, C.J.

dc.contributor.author	Louw, C.J.
dc.contributor.other	Central University of Technology, Free State, Bloemfontein
dc.date.accessioned	2015-10-02T11:15:07Z
dc.date.available	2015-10-02T11:15:07Z
dc.date.issued	2012
dc.date.issued	2012
dc.identifier.issn	16844998
dc.identifier.uri	http://hdl.handle.net/11462/620
dc.description	Published Article	en_US
dc.description.abstract	The purpose of this paper is to provide a discussion of the educational potential of a blended approach to teaching and learning in the context of the challenges related to mastering basic concepts in mathematics at higher education level. Based on the results of the application of blended learning and teaching for two consecutive semesters at a university of technology, their potential to support meaningful learning of undergraduate mathematics is discussed. The use of clickers, minute and muddiest point papers and board work as educational tools with incomplete sentences as evaluative tool, are discussed. The conclusion is that a blended approach to teaching and learning has many benefits when applied appropriately for a particular context. The lecturer's attitude remains vital for successful implementation of technology-enhanced strategies.	en_US
dc.format.extent	217 505 bytes, 1 file
dc.format.mimetype	Application/PDF
dc.language.iso	en_US	en_US
dc.publisher	Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein
dc.relation.ispartofseries	Journal for New Generation Sciences;Vol 10, Issue 3
dc.subject	Clickers	en_US
dc.subject	Muddiest point papers	en_US
dc.subject	Blended learning	en_US
dc.subject	Tertiary mathematics and classroom research	en_US
dc.title	Benefits of a blended approach in teaching undergraduate mathematics	en_US
dc.type	Article	en_US
dc.rights.holder	Central University of Technology, Free State, Bloemfontein