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International Journal of Mathematical Education in Science and Technology Volume 49, 2018 - Issue 4
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Original Articles

Live lectures or online videos: students’ resource choices in a first-year university mathematics module

Emma HowardSchool of Mathematics and Statistics, University College Dublin, Dublin, IrelandCorrespondence[email protected]
,
Maria MeehanSchool of Mathematics and Statistics, University College Dublin, Dublin, Ireland
&
Andrew ParnellSchool of Mathematics and Statistics, University College Dublin, Dublin, Ireland;Insight Centre for Data Analytics, University College Dublin, Dublin, Ireland
Pages 530-553 | Received 16 Mar 2017, Published online: 24 Oct 2017

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Caitríona Ní Shé, Ciarán Mac an Bhaird & Eabhnat Ní Fhloinn. (2023) Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-19.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2022) Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology 53:3, pages 566-572.
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Emma Howard, Maria Meehan & Andrew Parnell. (2019) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module. Assessment & Evaluation in Higher Education 44:1, pages 97-110.
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Caitríona Ní Shé, Eabhnat Ní Fhloinn & Ciarán Mac an Bhaird. TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics. Journal of Research on Technology in Education 0:0, pages 1-21.
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Articles from other publishers (23)

Sebastian Rezat. (2024) Research on curriculum resources in mathematics education: a survey of the field. ZDM – Mathematics Education.
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Birgit Pepin, Zeger-jan Kock & Sebastian Rezat. 2023. Handbook of Digital Resources in Mathematics Education. Handbook of Digital Resources in Mathematics Education 1 29 .
Erdem Demir, Çağla Ediz & Aykut Hamit Turan. (2023) Online Course Viewings and Their Effects on Performances in Covid-19 Distance Education Period. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11:2, pages 247-255.
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Javier Márquez, Laura Lazcano, Carmen Bada & José Luis Arroyo-Barrigüete. (2023) Class participation and feedback as enablers of student academic performance. SAGE Open 13:2, pages 215824402311772.
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Maria Meehan & Emma Howard. (2023) The university mathematics lecture: to record, or not to record, that is the question. Mathematics Education Research Journal.
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Caitríona Ní Shé, Eabhnat Ní Fhloinn & Ciarán Mac an Bhaird. (2023) Student Engagement with Technology-Enhanced Resources in Mathematics in Higher Education: A Review. Mathematics 11:3, pages 787.
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Elaine Tan. 2023. Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education. Creative Approaches to Technology-Enhanced Learning for the Workplace and Higher Education 527 536 .
Birgit Pepin, Zeger-jan Kock & Sebastian Rezat. 2023. Handbook of Digital Resources in Mathematics Education. Handbook of Digital Resources in Mathematics Education 1 28 .
Daniel José Rodríguez Luis & Jorge Roldán López. (2022) Estrategias para la implementación del DUA en matemáticas. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-11.
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Petr Habala & Marie Demlová. (2022) Lessons from distance education. Teaching Mathematics and its Applications: An International Journal of the IMA 41:4, pages 305-317.
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Euan Lindsay & Tanya Evans. (2021) The use of lecture capture in university mathematics education: a systematic review of the research literature. Mathematics Education Research Journal 34:4, pages 911-931.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2022) Mathematics Lecturers’ Views on the Student Experience of Emergency Remote Teaching Due to COVID-19. Education Sciences 12:11, pages 787.
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Marinos Anastasakis & Stephen Lerman. (2021) Tool-Use profiles in Undergraduate Mathematics. International Journal of Science and Mathematics Education 20:4, pages 861-879.
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Arnon Hershkovitz, Michal Tabach & Anat Cohen. (2021) Online Activity and Achievements in Elementary School Mathematics: A Large-Scale Exploration. Journal of Educational Computing Research 60:1, pages 258-278.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2021) How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 392-416.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2021) Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic. Mathematics 9:18, pages 2303.
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Birgit Pepin, Rolf Biehler & Ghislaine Gueudet. (2021) Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education 7:2, pages 163-188.
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Dongjo Shin & Jaekwoun Shim. (2020) A Systematic Review on Data Mining for Mathematics and Science Education. International Journal of Science and Mathematics Education 19:4, pages 639-659.
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Alexei Razumowsky. (2021) Kansei — learning: emotional writing work on programming lectures. E3S Web of Conferences 244, pages 11031.
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Hamza Polat. (2020) Investigating the Use of Text Positions on Videos: An Eye Movement Study. Contemporary Educational Technology 12:1.
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Yury I. Dimitrienko, Tatiana L. Anisova, Anna A. Smekhnova & Alexander V. Alesin. (2020) Differential Equations E-course in Nomotex DLS. ITM Web of Conferences 35, pages 03012.
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Maria Meehan & John McCallig. (2018) Effects on learning of time spent by university students attending lectures and/or watching online videos. Journal of Computer Assisted Learning 35:2, pages 283-293.
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Lucía Rotger & Juan M. Ribera. 2019. Learning Technology for Education Challenges. Learning Technology for Education Challenges 79 89 .

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