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Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

B. Divjak
Copyright: © 2012 |Pages: 22
ISBN13: 9781609608750|ISBN10: 1609608755|EISBN13: 9781609608767
DOI: 10.4018/978-1-60960-875-0.ch006
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MLA

Divjak, B. "Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning." Teaching Mathematics Online: Emergent Technologies and Methodologies, edited by Angel A. Juan, et al., IGI Global, 2012, pp. 119-140. https://doi.org/10.4018/978-1-60960-875-0.ch006

APA

Divjak, B. (2012). Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning. In A. Juan, M. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching Mathematics Online: Emergent Technologies and Methodologies (pp. 119-140). IGI Global. https://doi.org/10.4018/978-1-60960-875-0.ch006

Chicago

Divjak, B. "Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning." In Teaching Mathematics Online: Emergent Technologies and Methodologies, edited by Angel A. Juan, et al., 119-140. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-875-0.ch006

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Abstract

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

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