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An analysis of first year engineering students’ satisfaction with a support distance learning program in mathematics

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Abstract

An online support distance-learning program in Mathematics was developed to aid first year engineering students for their transition from the secondary to the tertiary education in order to reinforce deficiencies they may have in mathematical knowledge. The aim of the present study is to examine, firstly, to what extent the attendance of such a program helped students to familiarize themselves with distance learning programs. In addition, the students’ satisfaction with the material of the program was examined as well as their attitudes towards a conventional support learning program in Mathematics. The structure and part of the material developed is presented in detail. The basic methodological tool was an appropriately structured questionnaire. The results indicate that students responded positively to the program, which was a basic way of acquainting themselves with distance learning, and were satisfied with the material. The students’ attitudes towards a conventional program was found to be related to their prior experience in distance learning programs. Statistical analysis of the research data yielded 4 basic factors related to the students’ beliefs regarding the support online learning program in Mathematics. These factors were student’s development and progress, satisfaction with the parts of the online support program, their attitudes towards a conventional program while being in the online support program and their familiarization with online distance education. These factors as well as the targeted identification of the students’ needs should be taken under consideration while designing and implementing support online distance learning programs in Mathematics.

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Acknowledgements

The authors wish to thank the referees for their fair criticism and remarks on the initial version of this paper.

Author information

Authors and Affiliations

  1. Department of Education, School of Pedagogical & Technological Education, Athens, Greece

    Nikolaos M. Matzakos

  2. Faculty of Education, Department of Preschool Education, University of Crete, University Campus – Gallos, P.C. 74100, Rethymno, Crete, Greece

    Michail Kalogiannakis

Authors
  1. Nikolaos M. Matzakos
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  2. Michail Kalogiannakis
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Corresponding author

Correspondence to Michail Kalogiannakis.

Ethics declarations

The ethical considerations and guidelines concerning the privacy of individuals and other relevant ethical aspects were carefully taken into account throughout the whole research process. Requirements concerning information, informed consent, confidentiality and usage of data were carefully met, both orally and in writing, by informing students of the purpose of the study and their rights to refrain from participation.

Appendix

Appendix

  1. A.

    Demographic data

    • Q1. Gender, Q2. Year of study in ASPETE

    • Q3. Department, Q4. Type of High School, Q5. Direction in High School

    • Q6. Order of preference of the Department where I study, Q7. Exam grade in Mathematics

    • Q8. I attend the theoretical course in Mathematics, Q9. I own a PC

    • Q10. I have internet connection Q11. I am familiar with PC use

    • Q12. I am familiar with internet use, Q13. I have participated in a DL program before

  2. B.

    Attitudes towards the program

    • Q14. I like attending a support online DL program in Mathematics.

    • Q15. I fear the use of a support online DL program in Mathematics.

    • Q16. I prefer a support online DL program in Mathematics to a conventional support program (with physical presence in a classroom).

    • Q17. I do not find my participation in a support online DL program in Mathematics interesting.

    • Q18. I prefer a conventional support program in Mathematics to an online DL program.

    • Q19. I feel comfortable participating in a support online DL program in Mathematics.

  3. C.

    Students’ degree of satisfaction

    • Q20. How satisfied are you with attending the support online DL program in Mathematics?

    • Q21. How satisfied are you with the environment of the support online DL program in Mathematics?

    • Q22a. How satisfied are you with each one of the following units of the material of the support online DL program in Mathematics? [Summary of theory]

    • Q22b. How satisfied are you with each one of the following units of the material of the support online DL program in Mathematics? [Dynamic material of concept presentation]

    • Q22c. “How satisfied are you with each one of the following units of the material of the support online DL program in Mathematics? [Sources of audiovisual material]

    • Q22d. How satisfied are you with each one of the following units of the material of the support online DL program in Mathematics? [Self-assessment exercises]

  4. D.

    Student’s opinions about the program

    • Q23. I am confident that I understood what I was taught in the online DL program.

    • Q24. I am confident that it was good that I devoted time attending the online DL program.

    • Q25. I am confident that the online DL program will help me cover the gaps I have in Mathematics.

    • Q26. I am confident that the online DL program will help me in the exams of the course.

    • Q27. I am confident that the online DL program is important for my field of study.

    • Q28. I am confident that the online DL program will help me to continue my studies.

    • Q29. I am confident that the online DL program needs to be extended so as to cover the entire syllabus of Mathematics of my high school years.

    • Q30. I am confident that it was very important for me that I was given the chance to attend an online DL program.

    • Q31. I am confident that knowing the online DL program helped become familiar with DL.

    • Q32. I am confident that knowing the online DL program helped become familiar with PC use.

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Matzakos, N.M., Kalogiannakis, M. An analysis of first year engineering students’ satisfaction with a support distance learning program in mathematics. Educ Inf Technol 23, 869–891 (2018). https://doi.org/10.1007/s10639-017-9641-y

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  • DOI: https://doi.org/10.1007/s10639-017-9641-y

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