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Table of Contents
Foreword; Acknowledgement; Abstract; Contents; 1 Introduction: Encountering the Problem; 2 Problem Identification: Theoretical Concepts; 2.1 Transition to Tertiary Education in Mathematics; 2.1.1 Characterising transition processes; 2.1.2 Learning mathematics at university; 2.1.3 Approaches to overcome transition problems; 2.1.4 Specifities of engineering mathematics; 2.1.5 Projects at other universities; 2.1.6 Engineering courses at RUB; 2.2 Learning Strategies; 2.2.1 Questionnaires for assessing learning strategies; 2.2.2 Origin and structure of the LIST questionnaire.
3 Research Approach and Objectives3.1 The Design Research Approach; 3.2 Project Conditions; 3.3 Research Questions; 4 Design Development; 4.1 MP-Math/Plus Conception; 4.2 Designing the First Project Cycle; 4.3 Math/Plus Procedures; 4.3.1 Grouping of applicants; 4.3.2 Preparatory tutorials (Vorbereitungsübungen); 4.3.3 MP2-Math/Plus HelpDesk; 4.3.4 Learning diary; 4.3.5 e-Learning course; 4.3.6 Revision course (Repetitorium); 4.4 The First Project Cycle in Retrospect; 4.5 Consequences and Re-Design; 4.5.1 Learning groups; 4.5.2 Linking project procedures; 4.5.3 Mentors; 4.5.4 LearningLog.
4.5.5 E-learning 2.04.5.6 Social networks; 4.5.7 Mock test (Probeklausur); 4.5.8 Workbooks (Arbeitsbücher); 4.5.9 Revision course (Repetitorium); 4.5.10 MP2-Math/Plus HelpDesk revisited; 4.6 Further Project Cycles; 4.6.1 LearningLog online; 4.6.2 Online tools in later project cycles; 4.6.3 Focus on facebook; 5 Evidence Level: Methodology and Results; 5.1 Applications for MP-Math/Plus; 5.2 Sample Description; 5.3 Students' Views on MP-Math/Plus; 5.4 Attrition Rates; 5.5 Examination Statistics; 5.5.1 Gender aspects; 5.5.2 MP2-Math/Plus project participation; 5.5.3 Summary.
5.6 Structure and Viability of LIST Data5.6.1 Internal reliability; 5.6.2 Subsuming aspects of learning behaviour; 5.6.3 Exploring the model fit; 5.6.4 Summary; 5.7 Learning Strategies and Academic Success; 5.7.1 Data pool and descriptive statistics; 5.7.2 Appraising prior skills; 5.7.3 Testing different linear models; 5.7.4 Inspecting the final model; 5.7.5 Screening for possible mediators; 5.7.6 Assessing potential moderators; 5.7.7 Summary; 5.8 Development of Learning Strategies; 5.8.1 Data characteristics and properties; 5.8.2 Pre-post comparisons.
5.8.3 Influence of MP2-Math/Plus project participation5.8.4 Summary; 6 Project Evaluation: Summary and Discussion; 6.1 Project Conceptualisation and Development; 6.1.1 First-year engineering students; 6.1.2 Selected project procedures; 6.1.3 Students' progression at university; 6.2 Impact of Learning Strategies; 6.2.1 Preliminary considerations; 6.2.2 Interpretation of the final model; 6.3 Development of Learning Strategies; 6.3.1 Reflections on the pre-post scenario; 6.3.2 Learning strategies related to motivation; 6.3.3 Other learning strategies; 6.3.4 Résumé
3 Research Approach and Objectives3.1 The Design Research Approach; 3.2 Project Conditions; 3.3 Research Questions; 4 Design Development; 4.1 MP-Math/Plus Conception; 4.2 Designing the First Project Cycle; 4.3 Math/Plus Procedures; 4.3.1 Grouping of applicants; 4.3.2 Preparatory tutorials (Vorbereitungsübungen); 4.3.3 MP2-Math/Plus HelpDesk; 4.3.4 Learning diary; 4.3.5 e-Learning course; 4.3.6 Revision course (Repetitorium); 4.4 The First Project Cycle in Retrospect; 4.5 Consequences and Re-Design; 4.5.1 Learning groups; 4.5.2 Linking project procedures; 4.5.3 Mentors; 4.5.4 LearningLog.
4.5.5 E-learning 2.04.5.6 Social networks; 4.5.7 Mock test (Probeklausur); 4.5.8 Workbooks (Arbeitsbücher); 4.5.9 Revision course (Repetitorium); 4.5.10 MP2-Math/Plus HelpDesk revisited; 4.6 Further Project Cycles; 4.6.1 LearningLog online; 4.6.2 Online tools in later project cycles; 4.6.3 Focus on facebook; 5 Evidence Level: Methodology and Results; 5.1 Applications for MP-Math/Plus; 5.2 Sample Description; 5.3 Students' Views on MP-Math/Plus; 5.4 Attrition Rates; 5.5 Examination Statistics; 5.5.1 Gender aspects; 5.5.2 MP2-Math/Plus project participation; 5.5.3 Summary.
5.6 Structure and Viability of LIST Data5.6.1 Internal reliability; 5.6.2 Subsuming aspects of learning behaviour; 5.6.3 Exploring the model fit; 5.6.4 Summary; 5.7 Learning Strategies and Academic Success; 5.7.1 Data pool and descriptive statistics; 5.7.2 Appraising prior skills; 5.7.3 Testing different linear models; 5.7.4 Inspecting the final model; 5.7.5 Screening for possible mediators; 5.7.6 Assessing potential moderators; 5.7.7 Summary; 5.8 Development of Learning Strategies; 5.8.1 Data characteristics and properties; 5.8.2 Pre-post comparisons.
5.8.3 Influence of MP2-Math/Plus project participation5.8.4 Summary; 6 Project Evaluation: Summary and Discussion; 6.1 Project Conceptualisation and Development; 6.1.1 First-year engineering students; 6.1.2 Selected project procedures; 6.1.3 Students' progression at university; 6.2 Impact of Learning Strategies; 6.2.1 Preliminary considerations; 6.2.2 Interpretation of the final model; 6.3 Development of Learning Strategies; 6.3.1 Reflections on the pre-post scenario; 6.3.2 Learning strategies related to motivation; 6.3.3 Other learning strategies; 6.3.4 Résumé