Research Publications (Management Sciences)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/217
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Item Comparing a hybrid mathematics course with a conventional mathematics course : a case study at a University of Technology(Kamla-Raj, 2016) Naidoo, Kristie; Naidoo, Richard; Ramdass, K.This study compares student performance in an undergraduate mathematics education course using a Traditional Learning Model and a Blended Learning Model at the University of Technology. The control and experimental groups consisted of 150 students in each group. Student examination scores from both groups were analyzed quantitatively. A random sample consisting of 40 students, from the Blended Learning Model group, was clinically interviewed and a qualitative analysis was performed. The Theory of Connectivism informed the method used to analyze the data. The quantitative analysis indicates that the students performed better using blended learning. The qualitative analysis indicated that the students preferred the blended learning in terms of resources, communication and collaboration. The study has implications for both curriculum development and pedagogical considerations for the training of pre-service secondary school mathematic teachers in a 21st century undergraduate course at a University of Technology.Item Integration of learning analytics in blended learning course at a University of Technology(European Distance and E-Learning Network and the Authors, 2016-10-04) Naidoo, Kristie; Naidoo, RichardThe main purpose of this study is to use Learning Analytics to improve the instructional design in an undergraduate Mathematics Education I course. Students enrolled in the course come from varying backgrounds. The Learning Analytics will improve the flexibility of the course and provide a platform to understand misconceptions experience by the students. The integration of computational aspects is necessary to illuminate teaching learning and assessment in a Blended Learning setting. A Blended Learning model is used to teach first year undergraduate mathematics education I course at the School of Education, Durban University of Technology. Students were taught a course in mathematics using a Learning Management System. Data is constructed using items from the discussion forum on Black Board and a post assessment task given to 170 first year Mathematics Education I students. Four levels of Learning Analytics: descriptive, diagnostic, predictive and prescriptive are used to discuss the data set. Activity theory is used as theoretical framework. Mixed methods were used to analyse the quantitative and qualitative data. Student errors from the post-test are categorised as cognitive errors with structural errors, arbitrary errors and executive errors to establish links with pre-knowledge frames and concept representation. The structural errors indicate that the representation of concepts is necessary in the content design of the course. Results show that there are more structural errors than executive and arbitrary errors.