Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds

Abstract

First-year science majors at The University of Hong Kong have different levels of proficiency in mathematics, with a significant proportion lacking the necessary calculus background for a compulsory freshman science foundation course. A supplementary calculus e-learning platform was implemented so that students lacking the prerequisite could gain the necessary knowledge and skills at their own pace. This chapter presents quantitative and qualitative analyses of the learning analytics, including the behavior as well as the achievements of the users. Pretest and posttest results are used to assess the effectiveness of the platform. Questionnaires completed by the users are utilized to explore aspects for improvement. We hope this study can stimulate discussions on the assessment of e-learning, as well as shed light on the factors contributing to the efficiency and effectiveness of similar platforms.