Summary of challenges within the unit design and broader context
| Challenges within the unit design | Financial mathematics/discipline-specific challenges |
|
| General learning and teaching challenges |
| |
| Challenges emerging from the broader context | Challenges from changing learning and teaching environment (program, institution, sector) |
|
| Project-related challenges |
|
| Challenges within the unit design | Financial mathematics/discipline-specific challenges | More scaffolding was needed to support the group assignment The need for more “signposting” to orient students to the content, including relevance to the profession and connections between concepts within and across weeks Students struggle if they do not master the financial mathematics content early in the unit |
| General learning and teaching challenges | More coordinator presence was needed to address variability in the experience of students from different streams Students have different levels of prior knowledge Limited opportunities for individual feedback and attention due to the current structure and scale of the unit Continuing to refine the blended learning model Decisions about where to direct scarce development resources when only a portion of students engaged with many of the interventions | |
| Challenges emerging from the broader context | Challenges from changing learning and teaching environment (program, institution, sector) | Existing unit materials were not fit for purpose Record student enrolments this semester Institutional decisions about online vs face-to-face delivery models (due to COVID-19 pandemic) |
| Project-related challenges | Changing project team members Sustainability across iterations and after the project |
Source(s): Table created by authors