Abstract
This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation. The blended-learning course is part of the initial study phase smoothing the transition to learning at university level. The instructional design of the preparatory course is aligned with that of the Bachelor’s study program. However, it takes place prior to the beginning of the first semester. The initial phase additionally encompasses the whole first semester with different courses meant to help students getting ready for studying. Prospective students indicated that they needed to refresh their knowledge in mathematics. Thus, a preparatory mathematics course was given priority. This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. Design and implementation were evaluated with a questionnaire at the end of the course and after the first semester. The results show that the course is an appropriate instrument prior to engineering studies in order to prepare and support non-traditional students. In the conclusions potential for improvement is identified.
Highlights
This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation
Students answered that the preparatory course was well suited to prepare them for studying: 79.2 % percent agreed with the statement that they are better prepared for the study program
The course gave 37.5% of the people a good impression what to expect from a blended-learning course in distance education
Summary
This paper reports the concept of a preparatory mathematics course for non-traditional students in electrical engineering, and its evaluation. A preparatory mathematics course was given priority This course serves several purposes: Students get an impression of the requirements in mathematics necessary for the study program; they refresh their basic knowledge; they make themselves familiar with self-organized learning and the blended-learning concept of the program. The self-assessment of the target group shows that they are conscious about their perhaps insufficient mathematical skills and that further support is needed in order to start a study program. The following section is on the conception of the preparatory math course, the first element of the initial study phase. Emphasis is placed on the specifics of the target group, the description of the concept, implementation and sequencing of the study phases characterized by blendedlearning, the topics covered in the course, and its evaluation
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