proceedings of Student Mobility and ICT: Can E-LEARNING

gradually from the first to the last test. Maple TA is used later in the following courses Mathematics II and
Mathematics H as well.
Methodology
The methodological approach is a stakeholder analysis. Stakeholders are students, teaching staff
and management involved in the courses Calculus 1 from the Faculty of Exact Sciences and Mathematics 1
of Faculty of Economics and Business. The students’ opinions and responses were collected from surveys,
semester response groups (student panels that meet with teachers), and by means of in-depth interviews
with four students. The evaluation for the two courses at the different faculties were not the same ab initio.
But by carefully considering the different design choices for the courses, and the clarification made in the
interviews with the both student response groups, many questions of the included surveys was found to be
highly comparable.
The teacher opinions were collected by means of interviews. The participants were three teachers
and a student assistant, in particular the coordinator of the Bachelor of Physics program, the coordinator of
the course Calculus 1, the coordinator of Mathematics 1 and one student assistant were interviewed.
Results of student surveys
In general, the majority of students from both surveys hold the opinion that the design of the tests
is good. (66% - Survey B Calculus 1 Basic Mathematics Skills 2007; 44% - Survey Economics/BA
Mathematics 1 2007/2008). Only 4% / 9% resp., answer negatively. (See Figure 4.)
70%
60%
50%
40%
30%
20%
10%
0%
Question:
The design of the remedial course is good. (3)
/The design of the skill tests was good. (1)/
2% 3%
9%
4%
15%
21%
66%
44%
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 99
13%
1 2 3 4 5
z
Figure 4. The design
23%
Survey B Calculus 1 Basic Skills
Survey Economics/BA Mathematics 1
About half of the students (48%) from the second survey seem to be satisfied with reliability of the
tests for determining their level (see Figure 5). The answers from the first survey are less pronounced. 30 %
of the students do not share the opinion that the skill test is useful. However, students who did the tests
more often (like the Economics students), would agree that the test is useful for diagnosis of their
knowledge and skills.
Table 1