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Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University

Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University

Birgit Loch
Copyright: © 2012 |Pages: 17
ISBN13: 9781609608750|ISBN10: 1609608755|EISBN13: 9781609608767
DOI: 10.4018/978-1-60960-875-0.ch003
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MLA

Loch, Birgit. "Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University." Teaching Mathematics Online: Emergent Technologies and Methodologies, edited by Angel A. Juan, et al., IGI Global, 2012, pp. 43-59. https://doi.org/10.4018/978-1-60960-875-0.ch003

APA

Loch, B. (2012). Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University. In A. Juan, M. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching Mathematics Online: Emergent Technologies and Methodologies (pp. 43-59). IGI Global. https://doi.org/10.4018/978-1-60960-875-0.ch003

Chicago

Loch, Birgit. "Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University." In Teaching Mathematics Online: Emergent Technologies and Methodologies, edited by Angel A. Juan, et al., 43-59. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-875-0.ch003

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Abstract

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

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