# Knowledge Controlled Mathematical Coaching - Strategies and Results of a Personalized Blended Learning Approach

### Michael Schäfer

#### Abstract

The mathematical competence of first year students is an important success factor at least for technical studies. As a significant percentage of students do not have sufficient mathematical skills, universities often utilise blended learning courses to increase these skills prior to the start of studies. Due to the diversity of students and their educational backgrounds, individual strategies are needed to achieve the necessary competence for successfully managing their studies. This paper describes our approach at the University of Applied Sciences Ruhr West, where we are using personalized blended learning concepts based on the measurement of individual mathematical competences at the beginning of a coaching process. This is used to gain a better matching between the individual learner level and the adapted learning concepts. We combine individual presence learning groups and a personalized e-learning environment. This environment is adapted based on mathematical skills of each student. It uses individual learning advices, short-term optical feedback and up to date e-learning material in a Moodle-based LMS (learning management system). The coaching concept is approved by the results of summative and formative evaluations.

#### References

- Ayad, Khaled A. A. (2010). The role of edutainment in elearning - an empirical study. PhD Thesis, De Montfort University.
- Bhattacharya M., Hartnett M. (2008). Addressing Diversity in Design of Online Courses. BCcampus and Common wealth of Learning.
- CharAt (Version 1.0)[Computer Software]. Cologne, Germany: Charamel GmbH. Retrieved 02/02/2013, from http://www.charamel.com/.
- Deming, W. (1986). Out of the crisis: quality, productivity and competitive position. Cambridge: Cambridge University Press.
- Jarvis, S.& de Freitas, S. (2009) Evaluation of an Immersive Learning Programme to Support Triage Training: In-game Feedback and its effect on Learning Transfer. In proceedings of IEEE Games and Virtual Worlds for Serious Applications (VS-GAMES 7809), pp.117-122.
- Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. Springer US.
- Knospe, H. (2012). Mathematik an der Schnittstelle zwischen Schule und Hochschule Probleme und Perspektiven. Retrieved 11/06/2012, from http://www.nt.fh-koeln.de.
- Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology 140: 1-55.
- Moodle Development Team. (2012). Modular Object Oriented Dynamic Learning Environment, Open Source LMS. Retrieved 01/11/2012, from http://www.moodle.org.
- Saul, C. & Wuttke, H.-D. (2011). Feedback personalization as prerequisite for assessing higherorder thinking skills. European Journal of Open, Distance and E-learning, EURODL, pp. 445/1-445/10.
- Schäfer M., Jansen M., Stehling T. (2012). Improving Current Math State of Knowledge for First Year Students, Proceedings of the 1st International Moodle Scientific Conference (MoodleSCo2012), 2012

#### Paper Citation

#### in Harvard Style

Schäfer M. (2013). **Knowledge Controlled Mathematical Coaching - Strategies and Results of a Personalized Blended Learning Approach** . In *Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,* ISBN 978-989-8565-53-2, pages 484-488. DOI: 10.5220/0004343204840488

#### in Bibtex Style

@conference{csedu13,

author={Michael Schäfer},

title={Knowledge Controlled Mathematical Coaching - Strategies and Results of a Personalized Blended Learning Approach},

booktitle={Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,},

year={2013},

pages={484-488},

publisher={SciTePress},

organization={INSTICC},

doi={10.5220/0004343204840488},

isbn={978-989-8565-53-2},

}

#### in EndNote Style

TY - CONF

JO - Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU,

TI - Knowledge Controlled Mathematical Coaching - Strategies and Results of a Personalized Blended Learning Approach

SN - 978-989-8565-53-2

AU - Schäfer M.

PY - 2013

SP - 484

EP - 488

DO - 10.5220/0004343204840488