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Combining distance and face-to-face teaching and learning in spatial computations

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Open access
Authors
Gulland, Elizabeth-Kate
Schut, Antonius
Veenendaal, Bert
Date
2011
Type
Conference Paper

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Gulland, Elizabeth-Kate and Schut, A.G.T and Veenendaal, Bert. 2011. Combining distance and face-to-face teaching and learning in spatial computations, in Chen Jun (ed), ISPRS Workshop Commissions VI/1 - VI/2 E-Learning 2011 within ACRS, Oct 4-6 2011. Taipei, Taiwan: International Society for Photogrammetry and Remote Sensing.
Source Title
ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences
Source Conference
ISPRS Workshop Commissions VI/1 - VI/2 E-Learning 2011 within ACRS
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This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/ Please refer to the licence to obtain terms for any further reuse or distribution of this work.

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Abstract

Retention and passing rates as well as student engagement in computer programming and problem solving units are a major concern in tertiary spatial science courses. A number of initiatives were implemented to improve this. A pilot study reviews the changes made to the teaching and learning environment, including the addition of new resources and modifications to assessments, and investigates their effectiveness. In particular, the study focuses on the differences between students studying in traditional, oncampus mode and distance, e-learning mode. Student results and retention rates from 2009-2011, data from in-lecture clicker response units and two anonymous surveys collected in 2011 were analysed. Early results indicate that grades improved for engaged students but pass rates or grades of the struggling cohort of students did not improve significantly.