Mathematical e-learning: state of the art and experiences at the Open University of Catalonia

Abstract

In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in higher education programs, including: benefits and challenges, universities offering this type of education, methodological considerations, emergent technologies, learning projects and environments, etc. Also, key aspects of the UOC mathematical e-learning model and its historical evolution are described and analysed. Special attention is paid to mathematical curricula in computer sciences degrees, where a lot of work needs to be done in order to adapt mathematics courses to the continuously changing educational necessities of students. A curricula design proposal, based on a top-down approach, is presented as a best practice. Finally, some trends and future perspectives on the subject are suggested.

Keywords:

• mathematical education
• e-learning
• higher education

Acknowledgments

This work has been partially supported by the Spanish Ministry of Education under grant EA2007-0310. We would also like to gratefully acknowledge the support received from the CIMANET research group and from the REMIC research network.

Notes

Notes

1. In this article, we refer to ‘mathematics’ in a general sense, i.e.: the term also includes disciplines such as statistics, operations research, etc.

2. This article includes some words that are or are asserted to be proprietary terms or trade marks. Their inclusion does not imply they have acquired for legal purposes a non-proprietary or general significance, nor is any other judgement implied concerning their legal status.