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Karin Landenfeld1, Martin Göbbels1, Antonia Hintze1, Jonas Priebe1, Ann Sophie Stuhlmann2
1Hamburg University of Applied Sciences, Germany
2Germany
At many institutions, it is now common to offer preparation courses in mathematics for students in STEM fields in order to close the gap between school and university. Within the project viaMINT, located at the Hamburg University of Applied Sciences, such courses are developed based on a blended learning concept: firstly, the students work autonomously on various topics of school mathematics in an online learning environment. Then these issues are deepened in subsequent in-class lectures which are precisely designed to match the online modules.
In the online learning environment viaMINT (https://viamint.haw-hamburg.de/) students initially go through an online test generating recommendations which modules (topics) they should concentrate on. Recommended modules are placed on their personal online desk providing comprehensive information about their individual learning progress and supporting the students to work self-directedly. The online modules are video based and focus on varied tasks to practice and help consolidate the issues taught. In this way the competency to deal with symbolic, formal and technical elements of mathematics is fostered.
It is difficult, however, to address and promote other mathematical competencies such as problem solving, modelling, communicating and reasoning within pure online courses, as well as the use of mathematical representations and social skills. Moreover, students regard in-class lectures as an important part of preparation courses and benefit from the possibilities to socialize. Due to this, in-class lectures are a further component of the blended learning course. They are based on Inverted Classroom Model concepts and focus on practising, deepening and consolidating the content presented online by means of application and modelling tasks. Teaching methods and formats such as group work, peer instruction and other activating methods are applied to train not only the mentioned mathematical, but also social and linguistic competencies.
The first in-class lectures offered in this blended learning scenario were deployed in September 2015. In a first evaluation, the concept has been approved of by the students. In spring 2016 the courses are expanded and further evaluations are planned.
In this paper the concept of the in-class lectures as well as results of evaluations, experiences and impressions will be presented.