Introduction to real analysis

Flipped and blended learning pedagogies are increasingly being adopted by institutions that see in these novel pedagogies, mechanisms that might contribute to improved student outcomes and, in the ...

/pdf/the-positive-relationship-between-flipped-and-blended-tbgropd54i.pdf

The positive relationship between flipped and blended learning and student engagement, performance and satisfaction:

The purpose of this paper is to analyze the inadequacies of current business education in the tackling of the educational challenges inherent to the advent of a data-driven business world. It presents an analysis of the implications of digitization and more specifically big data analytics (BDA) and data science (DS) on organizations with a special emphasis on decision-making processes and the function of managers. It argues that business schools and other educational institutions have well responded to the need to train future data scientists but have rather disregarded the question of effectively preparing future managers for the new data-driven business era.,The approach involves analysis and review of the literature.,The development of analytics skills shall not pertain to data scientists only, it must rather become an organizational cultural component shared among all employees and more specifically among decision makers: managers. In the data-driven business era, managers turn into manager-scientists who shall possess skills at the crossroad of data management, analytical/modeling techniques and tools, and business. However, the multidisciplinary nature of big data analytics and data science (BDADS) seems to collide with the dominant “functional silo design” that characterizes business schools. The scope and breadth of the radical digitally enabled change, the author are facing, may necessitate a global questioning about the nature and structure of business education.,For the sake of transparency and clarity, academia and the industry must join forces to standardize the meaning of the terms surrounding big data. BDA/DS training programs, courses, and curricula shall be organized in such a way that students shall interact with an array of specialists providing them a broad enough picture of the big data landscape. The multidisciplinary nature of analytics and DS necessitates to revisit pedagogical models by developing experiential learning and implementing a spiral-shaped pedagogical approach. The attention of scholars is needed as there exists an array of unexplored research territories. This investigation will help bridge the gap between education and the industry.,The findings will help practitioners understand the educational challenges triggered by the advent of the data-driven business era. The implications will also help develop effective trainings and pedagogical strategies that are better suited to prepare future professionals for the new data-driven business world.,By demonstrating how the advent of a data-driven business era is impacting the function and role of managers, the paper initiates a debate revolving around the question about how business schools and higher education shall evolve to better tackle the educational challenges associated with BDADS training. Elements of response and recommendations are then provided.

Let’s stop trying to be “sexy” – preparing managers for the (big) data-driven business era

The COVID-19 pandemic has caused educational institutions around the world to close their doors and move their teaching and learning into the online space. For many medical educators, who usually rely on face-to-face and blended instruction, this presents a challenge. By rethinking learning design, medical educators can ensure a smooth transition of their subjects into the online space. However, because of the immersive nature of medical education, not all teaching and learning activities can be delivered online. This paper outlines twelve tips using evidence-based educational practices and a student-centred approach. The twelve tips presented and discussed in this paper can help medical educators to transition to online learning and maintain the integrity of their subjects. They can also promote student self-regulation, help develop graduate attributes, and generally enhance learning experiences during pandemic social distancing. Finally, these tips can be used to rethink medical education in the post-pandemic era.

https://www.mededpublish.org/MedEdPublish/PDF/3077-23257.pdf

Twelve Tips for COVID-19 friendly learning design in medical education

The present study reviewed the papers in the Scopus database relevant to flipped classrooms in all mathematics subject areas published up until 2018 from various dimensions. It was found th...

Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.

Including Inquiry-Based Learning in a Flipped Class

Most college students are required to take at least one mathematics course. Many of these students view mathematics as a dry and tedious subject, where the main task is to “plug and chug” using formulas. In contrast, mathematicians see mathematics as a creative process in which real joy comes from grappling with difficult problems and (hopefully) solving them. In this way, mathematics is like a fun puzzle. The challenge is to get students to view mathematics the same way that their teachers do. Inquiry-based learning (IBL) can help solve this problem. The Academy of Inquiry-Based Learning describes IBL as a pedagogical method that encourages students to conjecture, discover, solve, explore, collaborate, and communicate (What is IBL? (n.d.). Retrieved from http://www.inquirybasedlearning.org/?page=What_is_IBL). With IBL, teachers do not lay out all of the formulas and theorems as previous knowledge. Nor do they provide perfect, easily worked through examples and proofs for every new topic. Instead, IBL courses demonstrate the creative process that is mathematics. IBL makes class more enjoyable for both teachers and students, and can bring students closer to the real experiences of mathematicians.

Inquiry-Based Learning in Mathematics

/pdf/mathematics-versus-statistics-5fes95lkas.pdf

Mathematics Versus Statistics

Data Science and Predictive Analytics: Biomedical and Health Applications Using R Ivo D. Dinov Springer, 2018, xxxiv + 832 pages, $89.99, hardcover ISBN: 978‐3‐319‐72346‐4

Homework is prevalent in mathematics courses, as are cumulative final exams. This study incorporated the memory science concepts of the testing effect and spacing effect in the homework and...

Using Cumulative Homework in Calculus Classes

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