Background
Mathematics is often perceived as dry and difficult by students. The Mathematics 114 and 144 modules at Stellenbosch University are no different and many students struggle with the abstract nature of these modules. In addition, the modules are fairly large and the students taking them are academically and culturally diverse with a variety of first languages represented. The class is divided into three groups of about 120 students, each with a designated lecturer. Students receive instruction in either Afrikaans or English, according to their preference, but typically the “English” group shows greater language diversity with the language of instruction not being the first language of many of the students in the group. Mathematics 114 and 144 is compulsory for many students who do not intend to continue with studies in Mathematics, further adding to the perceived difficulty of the modules.

Doing things differently
After seeing colleagues in New Zealand using software which allows them to capture their lectures in video format, Prof Holgate started investigating similar possibilities for the Stellenbosch University context. He had hoped that recording his lectures and making them available in audio format on Webstudies could help bridge the language barriers by allowing students to “revisit” his lectures to fill in areas they may have missed in class. After consultation with his New Zealand colleagues, he decided to use a tablet PC in combination with a program called BB Flashback, to capture screencasts of his lectures.

"Please!  Don't take it off for next semester. I may just fail otherwise" (Mathematics 114 student)

How it works
Prof Holgate uses his tablet PC much like anyone else would use the blackboard, with the advantage that he can face the students and can access various Mathematics applications during his lectures. This, he says, provides him with an opportunity to liven up what is often considered fairly “dry” content. All his lectures are made available in “static” portable document format (PDF) and as Flash movie files on the Webstudies platform.

It is often argued that students do not attend lectures if they have access to the lecture notes on Webstudies. Yet Prof Holgate lectures to full classes, even drawing students from some of the other lecture groups. Many students, when asked how they experienced this “new type” of Mathematics lecture, highlighted the fact that he keeps eye contact as a big positive, with one student saying that she felt more as if she “belongs” when she is in his classes.

Clearly, these responses refer to more than only the use of the tablet PC in the classes themselves, with students quick to point out that Prof Holgate’s overall method of lecturing also playing a major role in their experience of his classes. Students mention using the PDF and movie files as Prof Holgate had intended – to revisit portions of lectures which they were uncertain about or didn’t quite grasp during class. They also noted the advantage of having the “entire” lecture, including his explanations when asked to clarify a point, available afterwards. In the words of one of his students: “when you ask a lecturer who uses PowerPoint to explain something, they do it on the blackboard; with Prof Holgate, the explanation becomes part of his lecture notes”.  

“It is by far better than any other lecturing technique I have encountered at  Stellenbosch University" (Mathematics 114 student)

Success of this project
In reflecting on the success of this initiative, Prof Holgate remarks that the “jury is still out” regarding how useful it is. He has done a survey with the Mathematics 114 students to probe their perceptions about the effects and possible usefulness of this intervention. In this initial survey, conducted in class, a number of interesting aspects were highlighted. Notable among these is the fact that students felt that having the lecture notes and movie files on Webstudies contributed to their success in the module. When asked, on a five-point Likert scale, to indicate whether it helped them prepare for tests and exams, 70% of the students either agreed or strongly agreed that it did. Similarly, 70% indicated that it helped them keep up to date and do regular revision and 65% indicated that it helped them understand Mathematics better.

When asked whether the availability of the lecture notes and movie files discouraged them from attending class, only 10% indicated that it did. Student responses included statements such as “if I get left behind in class I can catch up without missing anything” and “I can concentrate on the lecture, instead of concentrating on writing notes.” They also pointed out the advantage of Prof Holgate facing them and being able to notice when they have questions.

So, even though Prof Holgate had seen the value of this project in terms of possibly helping second-language speakers and livening up his class presentation, in the minds of his students this project had other academic advantages too. He is quick to point out, however, that one also needs to get the opinion of the students who are not in class in order to get a clearer picture of how this project is experienced. Interestingly, a fair number of Afrikaans-speaking students opt to attend Prof Holgate’s (English) classes. When staff members from the Centre for Teaching and Learning spoke to Mathematics 144 students after one of Prof Holgate’s classes, generally, the students had nothing but positive comments for the system he uses.

Colleagues in his Department, however, have mixed feelings about the initiative. Some think the intervention is good, while others are of the opinion that he is spoon-feeding the students.

Presentations on his use of the tablet PC at various conferences have generated much interest – not only among his colleagues in the Mathematics field. He has been asked, on several occasions, to demonstrate the practical use of this method and has successfully given presentations using the tablet PC at conferences abroad, where Mathematics colleagues have since implemented the use of this technology in some of their own courses.

“It's just brilliant. Everyone should use it! Fall in line! Follow the Professor!” (Mathematics 114 student)

Advice for others
Prof Holgate cautions that using this technology makes one stationary, which could result in the lecture becoming boring. He counters this by engaging the students through “the use of language”, which – for anyone who has ever attended any of his classes or presentations – really means a unique wit and sense of humour, often directed at himself.

Contrary to what may be popular belief, Prof Holgate says that lecturing with the use of a tablet PC actually requires less preparation time than the PowerPoint alternative. Uploading the lecture notes and audio files to Webstudies takes about 10 minutes after each class. He adds, however, that this would probably be more complicated if one had to share the equipment, since then the time schedule for processing the information would have to be negotiated among the people involved.

Prof Holgate says that he would definitely recommend using this approach, which is relatively user-friendly, but adds that it is fairly expensive. Since this was a personal educational experiment and not a departmental project, he used outside funds, rather than tapping into departmental resources to cover the costs.

Plans for the future

For this experiment to succeed as a departmental project it would need committed, like-minded individuals, Prof Holgate says. He hopes to expand this experiment into a departmental project next year when his department appoints three new lecturers. In addition, he plans to conduct a survey to determine how many students actually access the lecture notes and movie files on Webstudies.

Anyone requiring more information can contact Prof David Holgate (dh2@sun.ac.za; 021 808 3853).