Dr. Veselin Jungic

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Last update: December 15, 2016

Teaching Large Calculus Classes and Online Assignments

  • Veselin Jungic, Deborah Kent and Petra Menz, Teaching Large Math Classes: Three Instructors, One Experience
  • Petra Menz, Veselin Jungic, Amy Wiebe, Instructor and Student Feedback On Clickers In Large Calculus Courses
  • Veselin Jungic, Deborah Kent and Petra Menz, Creating and Utilizing Online Assignments in a Calculus Class
  • Veselin Jungic, Deborah Kent and Petra Menz, On Online Assignments in a Calculus Class
  • Petra Menz and Veselin Jungic, A University Math Help Centre as a Support Framework for Students, the Instructor, the Course, and the Department
  • Veselin Jungic, Harpreet Kaur, Jamie Mulholland, and Cindy Xin,On Flipping the Classroom in Large First Year Calculus Courses,
  • Veselin Jungic, Students and Instructors in Large Classes: Building Dialogue and Mutual Trust

    • The above papers have been cited in the following papers, dissertations, and presentations:

  • Mohammed Abuzar, R. K. Singh, E-learning Tools in Higher Education
  • Firas A. A-Laban, Mahmoud I. Syam, How Does Integrating Technologies Stimulate and Activate Learners in Large Undergraduate Mathematic Classes, Proceedings of the 8th international conference DisCo 2013: New technologies and media literacy education, 24.-25.6.2013, The Centre for Higher Education Studies and New Media Studies at the Department of Information Science and Librarianship at Faculty of Arts of Charles University, Prague, Czech Republic.
  • Shadi Aljawarneh, Zahraa Muhsin, Ayman Nsour, Faisal Alkhateeb, and Eslam Al Maghayreh, E-learning Tools and Technologies in Education: A Perspective
  • A report on the 2006 Leadership for Excellence in Learning and Teaching Project (LE 67)
  • Australian Math Society, M4 - Conducting mathematics lessons
  • Josefina Barnachea Janier and Afza Bt Shafie, Blended Assessment: A Strategy for Classroom Management
  • M. Berg, Kontinuerlig examination
  • A. Bezborodova and L. Makovskaya, What is it to Lead an EAP Mega Module?
  • Olenka Bilash and Billy Strean, Assignment Alignment: Sustaining Student Engagement and Learning
  • Heather Bolles, Travis Peters, Elgin Johnston, Thomas Holme, Craig Ogilvie, Chassidy Bozeman, and Anna SeitzInvestigating Student Success in Team-Based Learning Calculus I and in Subsequent Courses
  • Bernard S. Chan and Lindi M. Wahl, The Scholarship of Teaching and Learning in Canadian Post-Secondary Mathematics: 2000-2010
  • Zachary Cramer, Active Learning and Flipped Classrooms in Introductory Mathematics
  • James Denholm-Price, Suzan Orwell, and Peter Soan, Opening-up education : promoting active learning with students and staff
  • Veysel Demirer and Betül Ayd?n, Ters yüz sinif modeli çerçeves?inde gerçekleştirilmiş çalişmalara bir bakiş: içerik analizi
  • Anne-Marie De Jonghe, Strategies In Traditional Higher Education: Lessons From a Newcomer?
  • Evelyn Derera and Micheline Naude, Unannounced Quizzes: A Teaching and Learning Initiative that Enhances Academic Performance and Lecture Attendance in Large Undergraduate Classes
  • Joseph E. Finck, Be The First To Arrive And The Last To Leave Your Class
  • Rick Finnan and Donna Shaw, Teaching Large Classes I - Classroom Management
  • Necdet Güner, Incoming engineering students' self-assessment of their mathematical background
  • Necdet Güner, Senior engineering students' views on mathematics courses in engineering
  • Ansie Harding , Skills involved in teaching large Groups of undergraduate Students
  • Ansie Harding and Johann Engelbrecht, Strategies involved in teaching large Groups of undergraduate Students
  • R. Herdiana, A. Shafie, Moodle: Tool to Manage Probability and Statistics Course in Universiti Teknologi PETRONAS
  • Brian D. Huesgen, Impact of an Online Homework Program on the Achievement of College Students Enrolled in First Semester General Chemistry
  • Reginald Iipinge, Students' Perceptions of Mathematics Intervention Courses
  • Sakaria M. Iipinge, Challenges of Large Class Teaching at the University: Implications for Continuous Staff Development Activities
  • Meshesha Make Jobo, The Effectiveness of Instructional Strategies Employed at Large Class Setting in Higher Learning Institutions of Ethiopia
  • Aliye Karabulut-Ilgu, Suhan Yao, Peter Savolainen, and Charles Jahren, Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process
  • N. Karjanto and L. Simon, English-medium instruction Calculus in Confucian-Heritage Culture: Flipping the class or overriding the culture?
  • Jared Keengwe, Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education
  • Pakiso Joseph Khomokhoana, Using mobile learning applications to encourage active classroom participation: Technical and pedagogical considerations
  • Kesawaa Koranteng, Access and use of information and communication technology for teaching and learning amongst schools in under resourced communities in the Western Cape, South Africa
  • K. Landenfeld, T. Preisler, W. Renz, and P. Salchow, A Retrospective Study on the Effects of Flipping a Calculus Course
  • Japhet E. Lawrence , Teaching Large Classes: Engaging Students Through Active Learning Practice and Interactive Lecture
  • Ng Wee Leng and Teo Kok Ming, Supporting the Composition of Micro-Modular Content to Mathematical Learning Modules
  • L. Liang, K. Yeung, R. K-W Lui, W. M-Y Cheung, and K-F Lam, Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematical Backgrounds
  • Jeremiah Madzimure, Bridging The Gap: Addressing The First Year University Mathematics And Statistics At Vaal University Of Technology, South Africa
  • Jyoti Devi Mahadeo, Teaching and learning in large classes: overcoming the challenges with technology
  • E.K. Majanga, J.W. Nasongo and V.K. Sylvia The Effect of Class Size on Classroom Interaction During Mathematics Discourse in the Wake of Free Primary Education: A Study of Public Primary Schools in Nakuru Municipality
  • S.W. Makgakga, Twinning Two Mathematics Teavhers Teaching Grade 11 Algebra: A Strategy For Change In Practice
  • Rogers W. Mango School based factors influencing quality of free primary education in public primary schools in Navakholo District, Kenya
  • Youssef Mezrigui How Teachers can Meet the Challenges of Seizable Classes and Student Disruptive Behaviour
  • Miranda, H., Gideon, F. and Mugochi, M. The Impact of Two-Mode Mathematics Curriculum On the University of Namibia First Year Mathematics Students
  • Lucia Morales Can the Use of Clickers or Continuous Assessment Motivate Critical Thinking?: a Case Study Based on Corporate Finance Students
  • Chemmar Nawal Investigating EFL Learning Difficulties of Phonetics Courses in Large Classroom
  • Melissa Newell, Investigating Students' Mathematical Needs and Successful Tutoring Strategies
  • J.W. K. Njeru, M.N. Muiruri, G.M. Njeru, R. Thinguri An Investigation on Impact of Free Primary Education on Quality of Education in Kenya Primary Schools
  • Dominic Oakes, Andrew Davies, Marie Joubert, and Sofya LyakhovaExploring teachers? and students? responses to the use of a Flipped Classroom teaching approach in mathematics
  • Ryan K. Orchard, Multiple attempts for online assessments in an operations management course: An exploration
  • Dhrunal K. Patel and Priti Chaudhari, Difficulties, Managements and Beneffits of Large Classes
  • Vreda Pieterse and Christopher Stallmann, Managing a Large Tertiary Computer Science Class
  • Norma Puspitasari, Analisis Proses Pembelajaran Matematka
  • Randall Pyke, Addressing first year university mathematics and the transition from high school at Simon Fraser University
  • Frank Pyrtle III, AEffects of Homework Policy on Student Performance
  • Johanna Ramo, Lotta Oinonen and Thomas Vikberg, Extreme Apprenticeship ? Emphasising conceptual understanding in undergraduate mathematics
  • Dwayne Raymond, Jeffrey Liew, and Tracy A. Hammond, Vision for Education: Transforming How Formal Systems are Taught Within Mass Lectures by Using Pen Technology to Create a Personalized Learning Environment, In T. Hammond et al. (eds.), The Impact of Pen and Touch Technology on Education, Human-Computer Interaction Series, DOI 10.1007/978-3-319-15594-4_37, Springer International Publishing, Switzerland, 2015
  • Inder K. Rana, Teaching a Large Class In Technological Setting
  • Johanna Rämö, Lotta Oinonen and Thomas Vikberg, Extreme Apprenticeship ? Emphasising conceptual understanding in undergraduate mathematics
  • Carina Rehnstrõm, Studentbedõmning av project
  • C. Roettger, L. O. Roettgery, F. Walugembez, Teaching: more than just lecturing
  • Eyüp Sevimli, Investigation of Structural Features of Examples Which Textbook Located and Lecturers' Preferred in Calculus
  • Abatihun Alehegn Sewagegn, Student Empowerment through Instructors' Assessment Practices at a University in Ethiopia
  • Afza Shafie, Josefina Barnachea Janier, Attitude Towards Online Assessment In Probability and Statistics Course at Universiti Teknologi Petronas
  • Jirarat Sitthiworachart, Challenges In Teaching Large Classes On a Fundamentals Of Information Technology Course With a Blended Learning Environment
  • Jaclyn Jeanette Stewart, Analysis of the relationships among goal orientation, error orientation, online homework behaviours, and learning in organic chemistry
  • Yanjie Song and Manut Kapur, How to Flip the Classroom-"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?
  • Yosephine Suhayanti, Enhancing Student Achievement In a Large Size Class Of Mathematical Modeling Based Courses
  • Ho Minh Thang, How To Teach Large Classes
  • Gurudeo A Tularam and Patrick Machisella, Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!
  • Centres for Excellence in Mathematics, University of Nottingham Technology and data
  • Marianna V. Voronina, Olga N. Moroz, Alexander E. Sudarikov, Mira B. Rakhimzhanova, and Eduard Kh. Muratbakeev, Systematic Review and Results of the Experiment of a Flipped Learning Model for the Courses of Descriptive Geometry, Engineering and Computer Graphics, Computer Geometry
  • Lukasz Witkowski and Marcin Witkowski, Wpyw Liczebnosci Grupy Na Jakosc Ksztacenia

    • Teaching Large Math Classes: Three Instructors, One Experience
    has been added to the following databases and repositories:

  • MathEduc Database
  • Australian Math Society, Conducting mathematics lessons
  • New York Teaching Seminar 2013 Fall, October 25th - Large Classes
  • OER Africa, Teacher Education Resources
  • Ryerson University, The Learning & Teaching Office
  • Simon Fraser University, Teaching + Learning Centre
  • University of Wiskonsin-Madison, Mathematics Instructional Excellence Program
  • The LearningOnline Network With CAPA