Increasing Active Learning in Large, Tightly Coordinated Calculus Courses

Autor/inn/en	Miller, E.; Fowler, J.; Johns, C.; Johnson, J., Jr.; Ramsey, B.; Snapp, B.
Titel	Increasing Active Learning in Large, Tightly Coordinated Calculus Courses
Quelle	In: PRIMUS, 31 (2021) 3-5, S.371-392 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1772923
Schlagwörter	Mathematics Instruction; Calculus; College Mathematics; Active Learning; Teaching Methods; Open Educational Resources; Online Courses; Blended Learning; Worksheets; Lecture Method; Faculty Development; Mathematics Teachers; Handheld Devices; Telecommunications; Educational Technology; Technology Uses in Education; Teamwork; Educational Change; Change Strategies; College Faculty; Program Effectiveness; Ohio (Columbus) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsreform; Lösungsstrategie; Fakultät
Abstract	We discuss a decade of initiatives to improve the teaching and learning of calculus at The Ohio State University. Calculus at OSU is taught in lecture/recitation format with large lectures and is tightly coordinated, so all innovations had to occur within that framework. We show how many smaller projects built upon one another to create a larger transformation, and how these projects were each situated within the culture of the department. Projects discussed include conversion to an open-source textbook, development of an online and hybrid version of the course, introduction of recitation worksheets, use of a polling system in lecture, professional development for instructors, and an iPads for instruction initiative. We detail the importance of a large team working together for change and the role data has played in our efforts. Finally we present lessons learned that we hope are helpful to other departments undertaking similar efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01