A holistic view on history, development, assessment, and future of an open courseware in numerical methods

Autar Kaw, Ali Yalcin, James Eison, Corina Owens, Glen Besterfield, Gwen Lee-Thomas, Duc Nguyen, Melinda Hess, Ram Pendyala

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Funded since 2001 by National Science Foundation, an innovative open courseware (http://nm.mathforcollege.com) has been developed for a comprehensive undergraduate course in Numerical Methods. The open courseware resources enhance instructor preparation and development as well as the student educational experience by facilitating a hybrid educational approach to the teaching of Numerical Methods, a pivotal STEM course, via customized textbooks, adapted course websites, social networking, digital audiovisual lectures, concept tests, self-assessment of the level of learning via online multiple-choice question tests and algorithm-based unlimited attempt quizzes, worksheets in a computational system of choice, and real-life applications based on the choice of one's STEM major. The resources have been implemented successfully at the University of South Florida, Arizona State University, Old Dominion University, Milwaukee School of Engineering, and Mississippi Valley State University. With philosophies of open dissemination and pedagogical neutrality, more than 30 institutions and thousands of individual users have adopted the resources in an a la carte fashion. In this paper, we discuss the history, philosophy, development, refinement, assessment process, and future of the open courseware. The summarized assessment results include those of comparing several instructional modalities, measuring student learning, effect of collecting homework for a grade, using online quizzes as a substitute for grading homework, interpreting summative ratings of the courseware, student satisfaction, and Google Analytics.

Original languageEnglish (US)
Pages (from-to)57-71
Number of pages15
JournalComputers in Education Journal
Volume22
Issue number4
StatePublished - Oct 2012

Fingerprint

Numerical methods
quiz
homework
Students
history
resources
learning success
Textbooks
student
neutrality
grading
self-assessment
search engine
textbook
networking
website
Websites
instructor
Teaching
rating

ASJC Scopus subject areas

  • Computer Science(all)
  • Education

Cite this

A holistic view on history, development, assessment, and future of an open courseware in numerical methods. / Kaw, Autar; Yalcin, Ali; Eison, James; Owens, Corina; Besterfield, Glen; Lee-Thomas, Gwen; Nguyen, Duc; Hess, Melinda; Pendyala, Ram.

In: Computers in Education Journal, Vol. 22, No. 4, 10.2012, p. 57-71.

Research output: Contribution to journalArticle

Kaw, A, Yalcin, A, Eison, J, Owens, C, Besterfield, G, Lee-Thomas, G, Nguyen, D, Hess, M & Pendyala, R 2012, 'A holistic view on history, development, assessment, and future of an open courseware in numerical methods', Computers in Education Journal, vol. 22, no. 4, pp. 57-71.
Kaw A, Yalcin A, Eison J, Owens C, Besterfield G, Lee-Thomas G et al. A holistic view on history, development, assessment, and future of an open courseware in numerical methods. Computers in Education Journal. 2012 Oct;22(4):57-71.
Kaw, Autar ; Yalcin, Ali ; Eison, James ; Owens, Corina ; Besterfield, Glen ; Lee-Thomas, Gwen ; Nguyen, Duc ; Hess, Melinda ; Pendyala, Ram. / A holistic view on history, development, assessment, and future of an open courseware in numerical methods. In: Computers in Education Journal. 2012 ; Vol. 22, No. 4. pp. 57-71.
@article{7d3abae091ae49799d9f50813ab68ca1,
title = "A holistic view on history, development, assessment, and future of an open courseware in numerical methods",
abstract = "Funded since 2001 by National Science Foundation, an innovative open courseware (http://nm.mathforcollege.com) has been developed for a comprehensive undergraduate course in Numerical Methods. The open courseware resources enhance instructor preparation and development as well as the student educational experience by facilitating a hybrid educational approach to the teaching of Numerical Methods, a pivotal STEM course, via customized textbooks, adapted course websites, social networking, digital audiovisual lectures, concept tests, self-assessment of the level of learning via online multiple-choice question tests and algorithm-based unlimited attempt quizzes, worksheets in a computational system of choice, and real-life applications based on the choice of one's STEM major. The resources have been implemented successfully at the University of South Florida, Arizona State University, Old Dominion University, Milwaukee School of Engineering, and Mississippi Valley State University. With philosophies of open dissemination and pedagogical neutrality, more than 30 institutions and thousands of individual users have adopted the resources in an a la carte fashion. In this paper, we discuss the history, philosophy, development, refinement, assessment process, and future of the open courseware. The summarized assessment results include those of comparing several instructional modalities, measuring student learning, effect of collecting homework for a grade, using online quizzes as a substitute for grading homework, interpreting summative ratings of the courseware, student satisfaction, and Google Analytics.",
author = "Autar Kaw and Ali Yalcin and James Eison and Corina Owens and Glen Besterfield and Gwen Lee-Thomas and Duc Nguyen and Melinda Hess and Ram Pendyala",
year = "2012",
month = "10",
language = "English (US)",
volume = "22",
pages = "57--71",
journal = "Computers in Education Journal",
issn = "1069-3769",
publisher = "American Society for Engineering Education",
number = "4",

}

TY - JOUR

T1 - A holistic view on history, development, assessment, and future of an open courseware in numerical methods

AU - Kaw, Autar

AU - Yalcin, Ali

AU - Eison, James

AU - Owens, Corina

AU - Besterfield, Glen

AU - Lee-Thomas, Gwen

AU - Nguyen, Duc

AU - Hess, Melinda

AU - Pendyala, Ram

PY - 2012/10

Y1 - 2012/10

N2 - Funded since 2001 by National Science Foundation, an innovative open courseware (http://nm.mathforcollege.com) has been developed for a comprehensive undergraduate course in Numerical Methods. The open courseware resources enhance instructor preparation and development as well as the student educational experience by facilitating a hybrid educational approach to the teaching of Numerical Methods, a pivotal STEM course, via customized textbooks, adapted course websites, social networking, digital audiovisual lectures, concept tests, self-assessment of the level of learning via online multiple-choice question tests and algorithm-based unlimited attempt quizzes, worksheets in a computational system of choice, and real-life applications based on the choice of one's STEM major. The resources have been implemented successfully at the University of South Florida, Arizona State University, Old Dominion University, Milwaukee School of Engineering, and Mississippi Valley State University. With philosophies of open dissemination and pedagogical neutrality, more than 30 institutions and thousands of individual users have adopted the resources in an a la carte fashion. In this paper, we discuss the history, philosophy, development, refinement, assessment process, and future of the open courseware. The summarized assessment results include those of comparing several instructional modalities, measuring student learning, effect of collecting homework for a grade, using online quizzes as a substitute for grading homework, interpreting summative ratings of the courseware, student satisfaction, and Google Analytics.

AB - Funded since 2001 by National Science Foundation, an innovative open courseware (http://nm.mathforcollege.com) has been developed for a comprehensive undergraduate course in Numerical Methods. The open courseware resources enhance instructor preparation and development as well as the student educational experience by facilitating a hybrid educational approach to the teaching of Numerical Methods, a pivotal STEM course, via customized textbooks, adapted course websites, social networking, digital audiovisual lectures, concept tests, self-assessment of the level of learning via online multiple-choice question tests and algorithm-based unlimited attempt quizzes, worksheets in a computational system of choice, and real-life applications based on the choice of one's STEM major. The resources have been implemented successfully at the University of South Florida, Arizona State University, Old Dominion University, Milwaukee School of Engineering, and Mississippi Valley State University. With philosophies of open dissemination and pedagogical neutrality, more than 30 institutions and thousands of individual users have adopted the resources in an a la carte fashion. In this paper, we discuss the history, philosophy, development, refinement, assessment process, and future of the open courseware. The summarized assessment results include those of comparing several instructional modalities, measuring student learning, effect of collecting homework for a grade, using online quizzes as a substitute for grading homework, interpreting summative ratings of the courseware, student satisfaction, and Google Analytics.

UR - http://www.scopus.com/inward/record.url?scp=84877978858&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84877978858&partnerID=8YFLogxK

M3 - Article

VL - 22

SP - 57

EP - 71

JO - Computers in Education Journal

JF - Computers in Education Journal

SN - 1069-3769

IS - 4

ER -