A Numerical Methods Course Based on B-Learning: Integrated Learning Design and Follow Up

A Numerical Methods Course Based on B-Learning: Integrated Learning Design and Follow Up

Francisco Javier Delgado Cepeda (Department of Physics and Mathematics, Tecnologico de Monterrey, Campus Estado de Mexico, Atizapan, Estado de Mexico, Mexico)
Copyright: © 2013 |Pages: 19
DOI: 10.4018/jmbl.2013010103
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Information and communication technologies advance continuously, providing a real support for learning processes. Learning technologies address areas which previously have corresponded to face-to-face learning, while mobile resources are having a growing impact on education. Numerical Methods is a discipline and profession based on technology. In its education, technology has been included in the curricula as a basic tool given the complexity of applied mathematical problems. This paper presents a blended learning design for a Numerical Methods course for engineers, combining class, online and mobile activities to strengthen and to develop different abilities related to it. Mobile activities have been incorporated into the latest design, including an e-book with online resources prepared specially for this course. The follow up for the last three years shows a meaningful impact due to growing use of technology compared with previous practice.
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Context And First Experiences In B-Learning

Numerical Methods courses are mandatory in most engineering programs at university. This discipline has been rapidly developing with the evolution of technology. Its traditional teaching has changed dramatically in recent decades, since its birth as modern discipline in the early 1940s, with the spread of computer systems, and their affordability. For this reason, in the last ten years, rapid expansion of technology forced a fast ongoing adaptation of curricula and teaching methodology. The spread of programming languages, use of software and inclusion of real applications allowed a transition from a Numerical Analysis course into a modern Computer Simulation course. Some years ago, the absence of emphasis on visualization and simulation left a gap between theory and professional practice (Delgado, 2008b). Subsequently, their inclusion has allowed us to integrate the engineering curriculum and to develop higher order thinking abilities (Delgado & Martinez, 2011).

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