Benefits of a blended approach in teaching undergraduate mathematics

• Main Author: Louw, C.J.
• Other Authors: Central University of Technology, Free State, Bloemfontein
• Format: Others
• Language: en_US
• Published: Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein 2015
• Subjects: Clickers; Muddiest point papers; Blended learning; Tertiary mathematics and classroom research
• Online Access: http://hdl.handle.net/11462/620

Published Article === 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.