@mastersthesis {
	title = {Supplementary video lectures and open educational resources in contemporary university mathematics – A study of the effects of an educational web based tool in a course of Multivariable Calculus at KTH},
	year = {2012},
	month = {06/2012},
	author = {Andersson, Oskar and Dawoud, Stephanie},
	editor = {Hedin, Björn},
	keywords = {OER research, Mathematics, literature review, learning styles},
	country = {Sweden},
	address = {Stockholm},
	school = {KTH Royal Institute of Technology: School of Computer Science and Communication},
	volume = {Master of Science in Engineering - Media Technology},
	pages = {1-49},
	abstract = {Abstract [en]
Several universities have begun approaching the Internet as yet another channel in education. Meanwhile, students at KTH Royal Institute of Technology in Stockholm are struggling with mathematics at a university level. As a nation known for its vivid Internet activity, perhaps the new, connected generations’ attitude towards traditional learning has swayed in favor for new, web based educational approaches? Personal experiences suggest that that is the case - students at KTH are already complementing traditional studies in mathematics with online lectures from MIT and Khan Academy among others.

This report examined if and how open educational resources could assist in learning mathematics online at a university level. For this purpose, a web page was developed where relevant online material were collected as a complement to traditional education. The usage of this web page was thereafter analyzed in conjunction with questionnaire answers and interviews in order to answer the following question:

“What effect do web based video lectures, as a complement to mathematics education at KTH, have on the students’ results and attitudes?”

The report concludes that both more quantitative and qualitative data is needed in order to decide if web based lectures affect the result of the students in the study group. Despite this outcome, qualitative data indicate a positive effect on the student’s mindset in mathematics, with increased confidence and comfort, and ultimately; a more positive attitude towards studies in mathematics.

Abstract [sv]
Flera universitet har på senare år börjat betrakta Internet som en extra kanal i undervisningen. Under tiden kämpar KTH studenter med matematiken på universitetsnivå. Som en nation känd för sin aktiva internetanvändning, kanske den nya, tillgängliga generationens attityd mot traditionell undervisning har skiftat i fördel för nya, webbaserade utbildningsverktyg? Personliga erfarenheter visar att så är fallet - studenter på KTH kompletterar redan traditionell undervisning i matematik med online-föreläsningar från bland annat MIT och Khan Academy.

Det här arbetet undersökte möjligheten för webbresurser att stödja matematikstudier på högskolenivå. För att undersöka detta utvecklades en hemsida där relevant onlinematerial samlades som komplement till traditionell undervisning. Användandet av denna hemsida analyserades tillsammans med enkätsvar och intervjuer för att besvara frågan:

“Vilken effekt har webbaserade videoföreläsningar som komplement till matematikundervisningen på KTH för studenters resultat och attityd?”

I rapporten dras slutsatsen att både mer kvantitativ och kvalitativ data krävs för att avgöra om webbaserade föreläsningar påverkar studenternas resultat i målgruppen. Trots denna slutsats, påvisar kvalitativ data en positiv effekt på studenters tankesätt, med ökad självsäkerhet och trygghet, och slutligen: en mer positiv attityd gentemot matematikstudier.},
	refereed = {does not apply},
	url = {http://www.csc.kth.se/utbildning/kandidatexjobb/medieteknik/2012/rapport/andersson_oskar_OCH_dawoud_stephanie_K12068.pdf},
	attachments = {andersson_oskar_OCH_dawoud_stephanie_K12068.pdf},
}