Supporting to Learn Calculus Through E-test with Feedback and Self-regulation

Yung-Ling Lai, Jung-Chih Chen

Abstract


This study is designed to support students in learning calculus. Many freshmen are often struggling in calculus. The reasons are many and complex; largely because the students’ backgrounds are insufficient and partly because students are not involved in class, passively listening to the lectures by the traditional teaching methods. Thus, student's learning motivation is often low, and lacking of self-regulation to monitor self-learning goals. Here we intend to arouse the interest of students by technological aids, to inspire their willingness and attitude in active learning, and to train students on effective learning methods. We not only provide video materials on the campus E-teaching platform for reviews, and set up discussion forums for communication, but also offer E-test for each unit volume with feedback (see appendix) to examine students’ understanding quickly. In general, several types of data including selected interviews are carefully collected and analyzed. Results in this study indicate that most students express their positive responses about these contexts to support their learning in calculus.

Keywords


E-test, learning motivation, self-regulation, scaffolding

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References


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p-ISSN: 1694-2493