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BEGIN:VEVENT
DTSTAMP:20260421T004605Z
DTSTART;VALUE=DATE-TIME:20221026T120000
DTEND;VALUE=DATE-TIME:20221026T130000
SUMMARY:Teaching & Learning Seminar - Ralf Becker (Manchester)
TZID:Europe/London
UID:20221026-8a17841a8365059601836a7e3950172b@warwick.ac.uk
CREATED:20221017T082255Z
DESCRIPTION:Title: Using an Online Interactive Textbook for Content Deliv
 ery in a large on-campus Mathematics for Economists course. The Covid pa
 ndemic forced lecturers to rethink the way content is delivered to stude
 nts. Live online lectures and pre-recorded video recordings became stand
 ard tools of synchronous and asynchronous content delivery respectively.
  Reading materials (textbooks or lecture provided notes) also often supp
 lement the content delivery\, but are not usually used as the sole sourc
 e of new content. We present summary findings regarding the use of an on
 line\, interactive textbook-type resource. This resource combined text-b
 ased content delivery with interspersed pre-recorded online videos and q
 uestions (with instantaneous feedback to students) to check students’ un
 derstanding. This resource was produced for a large Mathematics for Econ
 omists unit with 900+ students in the pandemic affected academic years 2
 020/21 and 2021/22. In the second of these years this resource was used 
 despite on-campus lectures being available again as a tool. While the on
 line textbook was used to deliver the content asynchronously\, there wer
 e twice-weekly Review and Q&A sessions in which students could bring up 
 any questions and problems and in which the lecturer would review some o
 f the key concepts introduced in the online lessons. We present findings
  on the usage pattern of the resource as well as student feedback. The s
 tudent feedback presented\, leads to the conclusion that\, even as on-ca
 mpus lecture delivery is becoming available again\, a future blend of le
 arning activities can include substantial asynchronous content delivery.
  This flipped classroom setup is attractive as it can create the space i
 n synchronous meetings to focus on active student learning which has pro
 ved to contribute positively to learning outcomes (Freeman et al . (2014
 ). The online textbook allows us to observe patterns of study we cannot 
 normally observe. The amount of time spend on the learning resource and 
 its timing as well as the engagement with the feedback questions allows 
 us to identify some of the study patterns of successful and less success
 ful students. Organiser: Subhasish Dey
LOCATION:S0.20
CATEGORIES:Teaching and Learning Seminar
LAST-MODIFIED:20221017T082255Z
ORGANIZER;CN=Gill Gudger:
END:VEVENT
END:VCALENDAR