Supporting Quality of Learning in University Mathematics : a Comparison of Two Instructional Designs

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dc.contributor University of Helsinki, Mathematics Education Research Group en
dc.contributor University of Helsinki, Department of Mathematics and Statistics en
dc.contributor.author Lahdenperä, Juulia
dc.contributor.author Postareff, Liisa
dc.contributor.author Rämö, Johanna
dc.date.accessioned 2019-06-27T13:57:01Z
dc.date.available 2019-06-27T13:57:01Z
dc.date.issued 2019-04
dc.identifier.citation Lahdenperä , J , Postareff , L & Rämö , J 2019 , ' Supporting Quality of Learning in University Mathematics : a Comparison of Two Instructional Designs ' , International Journal of Research in Undergraduate Mathematics Education , vol. 5 , no. 1 , pp. 75-96 . https://doi.org/10.1007/s40753-018-0080-y en
dc.identifier.issn 2198-9745
dc.identifier.other PURE: 117514176
dc.identifier.other PURE UUID: 118744c9-2f50-4db7-83f9-e27c21892f1b
dc.identifier.other ORCID: /0000-0003-2430-8811/work/58958191
dc.identifier.other WOS: 000575960800005
dc.identifier.uri http://hdl.handle.net/10138/303548
dc.description.abstract Prior research acknowledges the need to further develop undergraduate mathematics instruction. The aim of this study is to investigate the relationship between instructional design and quality of learning. This quantitative study approaches the learning environment by comparing students’ approaches to learning, self-efficacy, and experiences of the teaching-learning environment in two undergraduate mathematics courses using different pedagogical approaches. The first course functioned within a traditional lecture-based framework with the inclusion of student-centred elements, and the second course was implemented with Extreme Apprenticeship, a novel student-centred teaching method. The analysis is based on the same cohort of students in these two contexts (N = 91). Students were clustered based on their deep and surface approaches to learning and three clusters were identified: students applying a deep approach, students applying a surface approach, and students applying a context-sensitive surface approach. The results show that the more student-centred course design succeeded in supporting more favourable approaches to learning, higher self-efficacy levels, and more positive experiences of the teaching-learning environment. In addition, all three clusters benefited from the more student-centred course design, with students applying a context-sensitive surface approach benefiting the most. Overall, the results suggest that it is possible to promote the quality of university mathematics learning with instructional designs that, besides content, take a holistic approach to the learning environment. en
dc.format.extent 22
dc.language.iso eng
dc.relation.ispartof International Journal of Research in Undergraduate Mathematics Education
dc.rights en
dc.subject 516 Educational sciences en
dc.title Supporting Quality of Learning in University Mathematics : a Comparison of Two Instructional Designs en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1007/s40753-018-0080-y
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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