Change search
Refine search result
12 51 - 77 of 77
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Luchinskaya, E.
    Nilsson, R.
    Using peer-assisted learning in mathematics and physics in higher education in Sweden and Russia2010In: British Educational Research Association conference 2010: BERA 2010, 1-4 Sept, University of Warwick, Warwick, 2010, p. 0581-Conference paper (Other academic)
    Abstract [en]

    This paper explores students' experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process, the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced [1-3].

    The education systems in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. As a consequence, the old educational paradigm and didactical approaches which stress knowledge acquisition are being replaced by new pedagogical approaches with a focus on students and their learning process, particular on meeting learning outcomes and students' competence development.

    The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning, peer-assisted learning and critical thinking facilitates the acquisition of professional skills and competences.

    This paper explores the opportunities for fostering peer assisted learning (PAL) in teaching Physics at A-level and in delivering Mathematics at the university level. The study was carried out at University Väst, Sweden and School No 99 (with profound mathematics and physics education, in association with Moscow State Institute of Radio-engineering, Electronics and Automation), Moscow, Russia. The Physics education curriculum in this school corresponds to the first year curriculum in the UK and Swedish universities.

    There is a substantial body of literature on the PAL methodology. [e.g. 4, 5]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery.

    The carried out research had the following objectives:

    to explore opportunities for fostering PAL in traditional classroom and in university practice to enhance students' performance.to evaluate and compare the quality of students' experience of using PAL in both settings;to analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.

     

    Methodology

    Our study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and 'Core  Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials.

    The students worked in groups of five. A-level students were grouped according to their performance. The university students were randomly divided into groups.

    A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use.

    The questionnaire was designed to evaluate the students' learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed and compared with the previous test results.

    Findings

    Our findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Over 80% of A-level students and over 50% of university students felt that PAL stimulated their activity. They felt that they were more in control of their learning and found it more enjoyable. However, the university students, having experienced the use of problem based learning (PBL), rated PBL higher than PAL.

    Both student samples positively evaluated the peer tutors' performance.

    Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. The test results showed an improvement in student grades.

    The paper concludes with recommendations for fostering PAL.

    References

    Nilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21.Nilsson G. and Luchinskaya E, "Developing students' competences through problem based learning: a case study of delivering 'Decision Mathematics' module on Computer Science programme". Paper presented at the British Educational Research Association Conference BERA 2008, Edinburgh, September, 2008Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008.Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 1998 Journal of Educational and Psychological Consultation, Volume 12, Issue 2 June 2001 , pages 113 - 132Peer Learning in Higher Education. Learning from & with each other. Boud D., Cohen R. and Sampson J.(Eds.) Kogan Page, 2001. 

  • 52.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science. University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Luchinskaya, E
    Ratbil, E
    Using peer-assisted learning in Sweden and Russia: preparing active citizens for their future professional life2010In: NERA’s 38th Congress.: 11-13 March 2010, Malmö University School of Teacher Education, Malmö: Nordic Educational Research Association (NERA) , 2010, p. 129-130Conference paper (Other academic)
    Abstract [en]

    Research topic/aim: This paper evaluates and compares students’ and academics’ experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process (Russia), the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced (Sweden). The education systems in Europe including Scandinavia are facing new challenges in preparingyoung people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Theoretical framework: This study is underpinned by the socio-cultural theory of the learning processes which was originally formulated by Vygotsky and is based on the idea that knowledge is socially and culturally constructed. The research has also demonstrated that the teaching practices that teachers adopt affect students’ learning process. Our study adopted teaching methods based on the learning-focused conception. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes’ delivery. Methodology/research design: Our study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the ‘Land Surveyors’ undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and Core Mathematics’ module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. A-level students were grouped according to their performance. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use. The questionnaire was designed to evaluate the students’ learning experience with the focus on competence development. In addition, the peer tutors and both lecturers were interviewed.Expected conclusions/findings: Our findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Both groups of students felt that PAL stimulated their activity, that they were more in control of their learning and found it more enjoyable. The evaluation of students’ level of generic and subject specific competences prior to the study and after the study was analysed. The analysis shows that students developed such competences as critical thinking, problem solving, decision making etc which are importance for becoming active members of the society. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. Relevance for Nordic Educational research: The results of this study enable to identify the ways to further develop student competences which are necessary for their active participation in a democratic society through the use of best practice and knowledge transfer.

  • 53.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics. University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Luchinskaya, Elena
    Leeds Metropolitan University.
    Do We Deliver Effective Maths Support for Students?2012In: The European Conference on Educational Research 2012: Cadiz, 18-21 september 2012, 2012Conference paper (Other academic)
    Abstract [en]

    European countries are facing a crisis in preparing qualified staff for working in science and engineering. Declining numbers of students pursuing careers in these areas and poor quality of maths education in secondary schools are the principal factors contributing to this problem.

    Students entering universities have a diverse level of maths knowledge which is often below university requirements. University teachers often face a challenging and complex task of teaching such a diverse student body. One of the most common ways to tackle this problem and to raise the level of students' maths knowledge to the required standard is to introduce a maths foundation course before to mainstream teaching begins. However, this is not always possible because of academic staff availability and/or time and cost constraints. Another solution is to provide additional help with maths-related problems by running drop-in sessions, workshops and/or tutorials.

    This study analyses the efficiency of maths support provision in two universities: Leeds Metropolitan University, UK and University West, Sweden and is part of an ongoing research collaboration between the two universities. The present work reflects the first stage of this research and is focused on evaluating the efficiency of the maths support in these two institutions from the perspectives of academic staff. The next stage of our research will include the analysis of this provision from the students' perspectives.

    The literature on this topic is growing but limited and is mainly focussed either on quantitative indicators: the numbers of maths support centres and staff employed, hours when this support is available, numbers of students attending etc. [e.g.1, 2] or at the correlation between maths support session attendance and students' test or exam results [3].

    However, there has been little research about how the tutors who deliver this maths support evaluate the effectiveness of their work and what they think can be done to provide maths support which can successfully meet students' needs.

    In both universities the main part of maths support provision consists of drop-in workshops which are available throughout the week. Leeds Metropolitan University does not offer very maths intensive courses, however, maths elements are incorporated into a number of subject areas such as  nursing, business, sports science psychology, education etc. There are specific workshops for maths and statistics. Two dedicated members of staff from the maths support centre run these one hour sessions. University West offers both maths intensive courses such as engineering and computer science, and less maths intensive courses such as education and nursing. Its maths workshops are open to all students and cover all subject areas. Selected academic staff from the Maths department are appointed to run three-to-four hour sessions three times a week as part of their teaching load.

    One tutor from Leeds Metropolitan University and three tutors from University West participated in the study.

    MethodOur study is conducted in two stages and uses mixed methods for data collection: questionnaires for students, interviews with tutors and observations during the sessions. The combination of these methods will give us a fuller picture of the effectiveness of maths support in these two universities. At this stage of our research we collected information about which students used the sessions – their departments, year and course of study, why they attended and what problems they needed help with – which we then analysed. We also observed how tutors were coping with a wide range of maths topics and teaching methods. We conducted interviews with the tutors to understand in more detail how they work, the difficulties they face, the types of problems that arise and the ways students expect help to be provided as well as tutors' ideas about more effective ways of providing maths support. At the next stage of our research we will be analysing the feedback from students and their suggestions on how maths support provision can be improved. The two-stage approach will provide us with a better understanding of the students' real needs and will facilitate the deployment of more effective student support.

    Expected OutcomesThe academic staff from both universities noticed a broad variation in students' maths abilities. The majority of workshop attendees were first year students struggling with their assignments as well as undergraduates who failed their exams and wanted help as part of their resit preparation. High performing students sometimes came to perfect their knowledge. In Leeds, postgraduate students often attended the workshops, particularly on statistical data analysis. The students came from a wide range of subject areas and tutors found that sometimes it took extra time to answer the students' subject-specific questions. The number of attendees increased before exams or project submission deadlines. Based on the interviews and observations we concluded that students are often not fully engaged during the workshops, instead preferring a 'solve this for me' approach. However, implementing student-centred methods which increase students' engagement with the learning process (e.g. problem-based learning and peer-assisted learning [4-6]) can help.  Subject-specific workshops (e.g. for nurses, business students or teachers) help to focus on students' particular needs, and individual tutorials can accommodate other needs. The paper concludes with recommendations for improving the effectiveness of maths support for students and discusses the next stage of the research.

    References1. Perkin G. and Croft T. (2004), "Mathematics Support Centres – the extent of current provision", MSOR Connections, May 2004, Vol. 6 No 2 p 14-18. 2. Lawson, D.A. and Reed J. (2002), "University mathematics support centres: help for struggling students". In Ivanchev, D. and Todorov, M.D (eds.), Applications of Mathematics in Engineering and Economics. Heron Press, Sofia, pp.686-692 3. Pell G. and Croft T., (2008), "Mathematics Support – Support for all?" Teaching Mathematics and its Applications, 27 (4), pp. 167-173. 4. Anari M., (2006) An analysis of a maths workshop – students with mathematical difficulties. (in Swedish). Thesis. Mälardalen University, the Library of the Institute for Mathematics and  Physics. 5. Nilsson G. and Luchinskaya E. (2007), "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21. 6. Nilsson G. and Luchinskaya E. (2009), " Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students: Focus on Competence Development." Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009.

  • 54.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Luchinskaya, Elena
    Leeds Beckett University, Lancaster University, United Kingdom.
    Kristiansson, Lilia
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Enhancing Students' Performance In Maths Through Supplemental Instruction2016Conference paper (Other academic)
  • 55.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Luchinskaya, Elena
    Kristiansson, Lilia
    University West, Department of Engineering Science, Division of Process and Product Development.
    Luchinskaya, Daria
    Competence Development and Employability Prospects: Using Non-traditional teaching Methods in a Changing Higher Education Environment 2010In: European Conference on educational research: ECER 2010, 23-27 August, Helsinki, 2010, p. 451-Conference paper (Other academic)
    Abstract [en]

    The cultural changes in the modern society create new challenges for educators in Europe. The higher education curriculum has changed from factual knowledge acquisition to developing students' competences and skills in response to a changing professional environment. This paper analyses student experience and academic results in generic and subject-specific competence development in order to evaluate the potential of using problem-based learning (PBL) and project-based (PrBL) learning to increase the  students´ prospects of employment. The fast pace of technological advancements, interdisciplinary work, changing organisations and globalisation of the workplace characterize the modern knowledge-based society. Equipping students with competences required for their social and professional integration, successful career and personal development is a key mission of the higher education sector. Promoting effective teaching and learning methods facilitates the acquisition of professional skills and competence, and at the same time addresses the needs of a diverse student body in higher education. 

    This paper explores the opportunities for implementing PBL and PrBL in a range of programmes at the University West, Sweden and Lancaster University, UK focusing on the development of generic and subject specific competences. This is an on-going collaboration between two universities [1-3]. 

    PBL and PrBL are the examples of collaborative student-focused learning and are supported by constructivist theory [4-6]. These methods encourage deeper learning via meaning construction, connecting ideas as well as creating meaningful artifacts. They stimulate a collaborative process of building among participants, develop self-directed learning, improve student performance and develop a range of study skills through creating an informal environment for learning. 

    Our study was carried out at the University West, Sweden and Lancaster University, UK in 2009. The objectives of the study were: 

    • To assess the level of student-acquired competences, generic and subject-specific (mathematics, engineering)

    • To evaluate the quality of student experience by assessing the impact of PBL and PrBL on students' competence development;

    • To identify the best practice and opportunities for promoting effective teaching and learning methods to enhance student employability prospects. 

    Method

    In Sweden, the first-year students in the ' Surveyors' and the second-year students on 'Basic Principles of Turbomachinery and Hydraulics' undergraduate programmes participated in this study. The lectures were delivered in a traditional way; PBL was used throughout tutorials. The students solved applied mathematical problems aimed at acquiring a set of competences working in small groups. To evaluate the outcomes of this study, each group had to reflect on what they learned during each PBL session, how the session affected their learning process and their competence development. At Lancaster University the first-year mechanical engineering students reflected on their experience of project-based learning. The students had to design, build and test a lifting device working in groups of four. The lectures and tutorials in the programme were conducted in a traditional way. By the end of the project the students responded to a questionnaire consisted of open-ended questions.

    Expected Outcomes

    The results showed that the Swedish students evaluated PBL method highly, finding it useful, activating and valuable. The students indicated they developed problem-solving skills, advanced their analytical skills and ability to apply mathematical tools. These competences are important for their future employment. The students rated collaboration with peers highly. The students at Lancaster University pointed out the necessity of developing time management, communication with peers in the groups and organisational skills. The students stressed that problem-solving and decision-making were very important as they had to choose the right design concept to work with. Assigning tasks and requiring completion by a required date were the skills that the students had to learn while working as a team. The paper concludes with recommendations for promoting PBL and PrBL as they represent useful educational tools which encourage the development of generic and subject-specific competences. They also provide the opportunities to accommodate a diverse range of student learning-styles and academic backgrounds.

     

    References

    1. Nilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21.

    2. Nilsson G. and Luchinskaya E. Using Problem-based and Peer-assisted Learning in Teaching Mathematics to University Students: Focus on Competence Development. Paper presented at the European Educational Research Conference, ECER 2009, Vienna, Austria, September 2009.

    3. Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008.

    4. Vygotsky, L. S. Mind in society. The development of higher psychological processes. Cambridge, Harvard University Press, 1978

    5. Phillips, D. Constructivism in education: Opinions and second opinions on controversial issues. Chicago, IL University of Chicago Press, 2000

    6. Light, G., Cox, R., & Calkins, S. (2009) Teaching and learning in higher education: The reflective professional. Thousand Oaks, CA: Sage, 2009. 

  • 56.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Luchinskaya, Elena
    Nilsson, Rimma
    Higher Education in Change: Peer-assisted Learning Applied to Mathematics and Physical Science for Engineers in Sweden and Russia 2010In: European Conference on educational research: ECER 2010, 23-27 August, Helsinki, 2010, p. 1581-Conference paper (Other academic)
    Abstract [en]

    This paper evaluates and compares the students' and academics' experience of peer tutoring system in mathematics and physics for engineers in higher education. The higher education sector has been experiencing a dramatic change during the past decade: it is rapidly expanding both in the number and diversity of students. Student to staff ratio has enormously increased. The students are coming from different ethnic, social, and cultural backgrounds and have different levels of knowledge. The change in higher education from an "elite" to a "mass" system creates new challenges for educators. At the same time, the main features of the modern knowledge-based society, the society we live in, are the fast pace of technological advancements, interdisciplinary work organisation and globalisation of the work market. Educators in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development.

     The appropriate choice of teaching methods which meet the demands of the knowledge-based society, influence the learning process and accommodate the needs of young generation is crucial in achieving these tasks. Implementing student-centred approaches in the educational process creates the learning environment which stimulates students' learning and develops their ability of independent and deep learning [1].

    This study is underpinned by the socio-cultural theory of the learning processes which was originally formulated by Vygotsky and is based on the idea that knowledge is socially and culturally constructed [2-4]. On the other hand, the research has also demonstrated that the teaching practices that teachers adopt affect students' learning process. Our study adopted teaching methods based on the learning-focused conception.  PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery.

    This study is an on-going collaboration between University West, Sweden, Lancaster University, UK and School No. 99, Moscow Russia [5-7]. Our study was carried out in 2008-2009. The Russian educational environment can be characterised as traditional classroom environment with a teacher centred educational process. In the case of Sweden, a range of student-centred teaching and learning methods has already been introduced.

     The research carried out had the following objectives:  

    ·       To explore opportunities for implementing PAL in traditional classroom and in university settings to enhance students' performance.

    ·       To evaluate and compare the quality of students' experience of using PAL in both settings and at different levels  (AS, A levels) in the case of Russian students.

    ·       To analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.

    AS and A-level students studying Physics at the School No. 99 (which specialises in mathematics and physics education), Moscow took part in this research. First year students on the 'Land Surveyors' and 'Mechanical Engineering' undergraduate programmes from the University West (Sweden) participated in this study.

     

    MethodPAL sessions have been incorporated into the Physics subject and 'Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. AS-level students were grouped according to their performance. A-level students formed the groups according to their choice. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The questionnaire was designed to evaluate the students' learning experience. Group interviews and the interviews with group leaders and both lecturers were carried out.

    Expected OutcomesOur findings showed that all AS and A-level students and the majority of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation although the AS students did not feel confident at the beginning. Both groups of students felt that PAL stimulated their activity, that they were more in control of their learning and found it more enjoyable. The Russian students felt more relaxed and were not afraid of getting a low mark as they normally would be in a traditional classroom. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. During the interviews both lecturers stressed that they could use their time more efficiently. This activity gave an opportunity to a Russian tutor to prepare the additional material. The Russian students were so taken by this experience that they recommended the other tutors to introduce this method. The paper concludes with the suggestions for further development in using PAL in a variety of settings. 

  • 57.
    Nilsson, Galina
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Luchinskaya, G
    Ratbil, E
    Comparative case study of using non-traditional methods in two contrasting educational environments: implementing peer-assisted learning in Sweden and Russia2009In: The European Conference on Educational Research. ECER 2009: Vienna, Austria from  25 - 26 September 2009, 2009, p. 1105-Conference paper (Refereed)
    Abstract [en]

    This paper explores students' experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process, the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced [1-3]. The education systems in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. As a consequence, the old educational paradigm and didactical approaches which stress knowledge acquisition are being replaced by new pedagogical approaches with a focus on students and their learning process, particular on meeting learning outcomes and students' competence development. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning, peer-assisted learning and critical thinking facilitates the acquisition of professional skills and competences. This paper explores the opportunities for fostering peer assisted learning (PAL) in teaching Physics at A-level and in delivering Mathematics at the university level. The study was carried out at University Väst, Sweden and School No 99 (with profound mathematics and physics education, in association with Moscow State Institute of Radio-engineering, Electronics and Automation), Moscow, Russia. The Physics education curriculum in this school corresponds to the first year curriculum in the UK and Swedish universities. There is a substantial body of literature on the PAL methodology. [e.g. 4, 5]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery. The carried out research had the following objectives: • to explore opportunities for fostering PAL in traditional classroom and in university practice to enhance students' performance. • to evaluate and compare the quality of students' experience of using PAL in both settings; • to analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.

    MethodOur study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and 'Core Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. The students worked in groups of five. A-level students were grouped according to their performance. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use. The questionnaire was designed to evaluate the students' learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed and compared with the previous test results.

    Expected OutcomesOur findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Over 80% of A-level students and over 50% of university students felt that PAL stimulated their activity. They felt that they were more in control of their learning and found it more enjoyable. However, the university students, having experienced the use of problem based learning (PBL), rated PBL higher than PAL. Both student samples positively evaluated the peer tutors' performance. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. The test results showed an improvement in student grades. The paper concludes with recommendations for fostering PAL.

    References1. Nilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21. 2. Nilsson G. and Luchinskaya E, "Developing students' competences through problem based learning: a case study of delivering 'Decision Mathematics' module on Computer Science programme". Paper presented at the British Educational Research Association Conference BERA 2008, Edinburgh, September, 2008 3. Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008. 4. Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 1998 Journal of Educational and Psychological Consultation, Volume 12, Issue 2 June 2001 , pages 113 - 132 5. Peer Learning in Higher Education. Learning from & with each other. Boud D., Cohen R. and Sampson J.(Eds.) Kogan Page, 2001. 

  • 58.
    Nystedt, Patrik
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering.
    A combinatorial proof of associativity of Ore extensions2013In: Discrete Mathematics, ISSN 0012-365X, E-ISSN 1872-681X, Vol. 313, no 23, p. 2748-2750Article in journal (Refereed)
    Abstract [en]

    We use a counting argument to show that Ore extensions are associative. 

  • 59.
    Nystedt, Patrik
    University West, Department of Engineering Science, Divison of Natural Sciences, Surveying and Mechanical Engineering.
    A Proof of the Cosine Addition Formula Using the Law of Cosines2014In: Mathematics Magazine, ISSN 0025-570X, E-ISSN 1930-0980, Vol. 87, no 2, p. 144-144Article in journal (Refereed)
    Abstract [en]

    We give a proof of the cosine addition formula using the law of cosines.

  • 60.
    Nystedt, Patrik
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    A proof of the law of sines using the law of cosines2017In: Mathematics Magazine, ISSN 0025-570X, E-ISSN 1930-0980, Vol. 90, no 3, p. 180-181Article in journal (Refereed)
    Abstract [en]

    We give a proof of the law of sines using the law of cosines. © Mathematical Association of America.

  • 61.
    Nystedt, Patrik
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Fuzzy crossed product algebras2015In: Annals of Fuzzy Mathematics and Informatics, ISSN 2093-9310, E-ISSN 2287-6235, Vol. 10, no 6, p. 959-969Article in journal (Refereed)
    Abstract [en]

    We introduce fuzzy groupoid graded rings and, as a par-ticular case, fuzzy crossed product algebras. We show that there is abijection between the set of fuzzy graded is omorphism equivalence classes of fuzzy crossed product algebras and the associated second cohomology group. This generalizes a classical result for crossed product algebras to thefuzzy situation. Thereby, we quantize the difference of richness between the fuzzy and the crisp case. We give several examples showing that in the fuzzy case the associated second cohomology group is much ner than in the classical situation. In particular, we show that the cohomology group may by in nite in the fuzzy case even though it is trivial in the crisp case.

  • 62.
    Nystedt, Patrik
    University West, Department of Engineering Science.
    Limits of Fuzzy Categories2012In: Advances in Fuzzy Systems, ISSN 1687-7101, E-ISSN 1687-711X, Vol. 13, no 2, p. 77-96Article in journal (Refereed)
    Abstract [en]

    Serving as a generalization of many examples of fuzzy algebraical systems, we introduce fuzzy categories and show that categories formed by fuzzy categories are topological. By using this, we show results concerning the existence of limits and colimits in such categories. We apply these results to the categories of fuzzy sets, fuzzy categories, fuzzy groupoids, fuzzy monoids, fuzzy groups, fuzzy abelian groups and fuzzy ordered sets. Thereafter, we determine the complete ordered lattice structure of the collection of grade maps on some finite categories, in particular on cyclic groups of prime power order. We use this in the end of the article to construct grade maps on p-adic groups.

  • 63.
    Nystedt, Patrik
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Partial category actions on sets and topological spaces2018In: Communications in Algebra, ISSN 0092-7872, E-ISSN 1532-4125, Vol. 46, no 2, p. 671-683Article in journal (Refereed)
    Abstract [en]

    We introduce (continuous) partial category actions on sets (topological spaces) and show that each such action admits a universal globalization. Thereby, we obtain a simultaneous generalization of corresponding results for groups, by Abadie, and Kellendonk and Lawson, and for monoids, by Megrelishvili and Schroder. We apply this result to the special case of partial groupoid actions where we obtain a sharpening of a result by Gilbert, concerning ordered groupoids, in the sense that mediating functions between universal globalizations always are injective.

  • 64.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mechanical Engineering and Natural Sciences.
    Oinert, Johan
    Lund Univ, Ctr Math Sci, SE-22100 Lund, Sweden.
    Simple semigroup graded rings2015In: Journal of Algebra and its Applications, ISSN 0219-4988, E-ISSN 1793-6829, Vol. 14, no 7Article in journal (Refereed)
    Abstract [en]

    We show that if R is a, not necessarily unital, ring graded by a semigroup G equipped with an idempotent e such that G is cancellative at e, the nonzero elements of eGe form a hypercentral group and R-e has a nonzero idempotent f, then R is simple if and only if it is graded simple and the center of the corner subring fR(eGe)f is a field. This is a generalization of a result of Jespers’ on the simplicity of a unital ring graded by a hypercentral group. We apply our result to partial skew group rings and obtain necessary and sufficient conditions for the simplicity of a, not necessarily unital, partial skew group ring by a hypercentral group. Thereby, we generalize a very recent result of Goncalves’. We also point out how Jespers’ result immediately implies a generalization of a simplicity result, recently obtained by Baraviera, Cortes and Soares, for crossed products by twisted partial actions.

  • 65.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering.
    Öinert, J.
    Lund University, Centre for Mathematical Sciences.
    Simple rings and degree maps2014In: Journal of Algebra, ISSN 0021-8693, E-ISSN 1090-266X, Vol. 401, p. 201-219Article in journal (Refereed)
    Abstract [en]

    For an extension A/B of neither necessarily associative nor necessarily unital rings, we investigate the connection between simplicity of A with a property that we call A-simplicity of B. By this we mean that there is no non-trivial ideal I of B being A-invariant, that is satisfying A I ⊆ I A. We show that A-simplicity of B is a necessary condition for simplicity of A for a large class of ring extensions when B is a direct summand of A. To obtain sufficient conditions for simplicity of A, we introduce the concept of a degree map for A/B. By this we mean a map d from A to the set of non-negative integers satisfying the following two conditions: (d1) if a ∈ A, then d(a) = 0 if and only if a = 0; (d2) there is a subset X of B generating B as a ring such that for each non-zero ideal I of A and each non-zero a ∈ I there is a non-zero a ' ∈ I with d(a ') ≤ d(a) and d(a 'b - ba ') < d(a) for all b ∈ X. We show that if the centralizer C of B in A is an A-simple ring, every intersection of C with an ideal of A is A-invariant, A C A = A and there is a degree map for A/B, then A is simple. We apply these results to various types of graded and filtered rings, such as skew group rings, Ore extensions and Cayley-Dickson doublings. © 2013 Elsevier Inc.

  • 66.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Öinert, Johan
    Blekinge Institute of Technology, Department of Mathematics and Natural Sciences, Karlskrona, SE-37179, Sweden.
    Group gradations on Leavitt path algebras2019In: Journal of Algebra and its Applications, ISSN 0219-4988, E-ISSN 1793-6829Article in journal (Refereed)
    Abstract [en]

    Given a directed graph E and an associative unital ring R one may define the Leavitt path algebra with coefficients in R, denoted by LR(E). For an arbitrary group G, LR(E) can be viewed as a G-graded ring. In this paper, we show that LR(E) is always nearly epsilon-strongly G-graded. We also show that if E is finite, then LR(E) is epsilon-strongly G-graded. We present a new proof of Hazrat’s characterization of strongly g-graded Leavitt path algebras, when E is finite. Moreover, if E is row-finite and has no source, then we show that LR(E) is strongly-graded if and only if E has no sink. We also use a result concerning Frobenius epsilon-strongly G-graded rings, where G is finite, to obtain criteria which ensure that LR(E) is Frobenius over its identity component. © 2020 World Scientific Publishing Company.

  • 67.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering.
    Öinert, Johan
    University of Copenhagen, Department of Mathematical Sciences.
    Simple skew category algebras associated with minimal partially defined dynamical systems2013In: Discrete and Continuous Dynamical Systems, ISSN 1078-0947, E-ISSN 1553-5231, Vol. 33, no 9, p. 4157-4171Article in journal (Refereed)
    Abstract [en]

    In this article, we continue our study of category dynamical systems, that is functors s from a category G to Topop, and their corresponding skew category algebras. Suppose that the spaces s(e), for e ∈ ob(G), are compact Hausdorff. We show that if (i) the skew category algebra is simple, then (ii) G is inverse connected, (iii) s is minimal and (iv) s is faithful. We also show that if G is a locally abelian groupoid, then (i) is equivalent to (ii), (iii) and (iv). Thereby, we generalize results by Öinert for skew group algebras to a large class of skew category algebras.

  • 68.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Öinert, Johan
    Blekinge Institute of Technology, Department of Mathematics and Natural Sciences, Karlskrona, Sweden.
    Pinedo, Héctor
    Universidad Industrial de Santander, Escuela de Matemáticas, Carrera 27 Calle 9, Edificio Camilo Torres Apartado de correos 678, Bucaramanga, Colombia.
    Artinian and noetherian partial skew groupoid rings2018In: Journal of Algebra, ISSN 0021-8693, E-ISSN 1090-266X, Vol. 503, p. 433-452Article in journal (Refereed)
    Abstract [en]

    Let alpha = {alpha(g) : Rg-1 -> R-g}(g is an element of mor(G)) be a partial action of a groupoid G on a (not necessarily associative) ring R and let S = R-star alpha G be the associated partial skew groupoid ring. We show that if a is global and unital, then S is left (right) artinian if and only if R is left (right) artinian and R-g = {0}, for all but finitely many g is an element of mor(G). We use this result to prove that if a is unital and R is alternative, then S is left (right) artinian if and only if R is left (right) artinian and R-g = {0}, for all but finitely many g is an element of mor(G). This result applies to partial skew group rings, in particular. Both of the above results generalize a theorem by J. K. Park for classical skew group rings, i.e. the case when R is unital and associative, and G is a group which acts globally on R. We provide two additional applications of our main results. Firstly, we generalize I. G. Connell's classical result for group rings by giving a characterization of artinian (not necessarily associative) groupoid rings. This result is in turn applied to partial group algebras. Secondly, we give a characterization of artinian Leavitt path algebras. At the end of the article, we relate noetherian and artinian properties of partial skew groupoid rings to those of global skew groupoid rings, as well as establish two Maschke-type results, thereby generalizing results by M. Ferrero and J. Lazzarin for partial skew group rings to the case of partial skew groupoid rings.

  • 69.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Öinert, Johan
    Blekinge Institute of Technology, Department of Mathematics and Natural Sciences, Karlskrona, SE-37179, Sweden.
    Pinedo, Héctor
    Universidad Industrial de Santander, Escuela de Matemáticas, Carrera 27 Calle 9, Edificio Camilo Torres Apartado de correos 678, Bucaramanga, Colombia.
    Epsilon-strongly graded rings, separability and semisimplicity2018In: Journal of Algebra, ISSN 0021-8693, E-ISSN 1090-266X, Vol. 514, p. 1-24Article in journal (Refereed)
    Abstract [en]

    We introduce the class of epsilon-strongly graded rings and show that it properly contains both the class of strongly graded rings and the class of unital partial crossed products. We determine precisely when an epsilon-strongly graded ring is separable over its principal component. Thereby, we simultaneously generalize a result for strongly group graded rings by Nǎstǎsescu, Van den Bergh and Van Oystaeyen, and a result for unital partial crossed products by Bagio, Lazzarin and Paques. We also show that the class of unital partial crossed products appears in the class of epsilon-strongly graded rings in a fashion similar to how the classical crossed products present themselves in the class of strongly graded rings. Thereby, we obtain, in the special case of unital partial crossed products, a short proof of a general result by Dokuchaev, Exel and Simón concerning when graded rings can be presented as partial crossed products. We also provide some interesting classes of examples of separable epsilon-strongly graded rings, with finite as well as infinite grading groups. In particular, we obtain an answer to a question raised by Le Bruyn, Van den Bergh and Van Oystaeyen in 1988. © 2018 Elsevier Inc.

  • 70.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Öinert, Johan
    Blekinge Institute of Technology, Department of Mathematics and Natural Sciences, Karlskrona, Sweden.
    Richter, Johan
    Mälardalen University, Academy of Education, Culture and Communication,Västerås, Sweden.
    Non-associative Ore extensions2018In: Israel Journal of Mathematics, ISSN 0021-2172, E-ISSN 1565-8511, Vol. 224, no 1, p. 263-292Article in journal (Refereed)
    Abstract [en]

    We introduce non-associative Ore extensions, S = R[X; sigma, delta], for any non-ssociative unital ring R and any additive maps sigma, delta : R -> R satisfying sigma(1) = 1 and delta(1) = 0. In the special case when delta is either left or right R-delta-linear, where R-delta = ker(delta), and R is delta-simple, i.e. 0 and R are the only delta-invariant ideals of R, we determine the ideal structure of the non-associative differential polynomial ring D = R[X; id(R),delta]. Namely, in that case, we show that all non-zero ideals of D are generated by monic polynomials in the center Z(D) of D. We also show that Z(D) = R-delta[p] for a monic p is an element of R-delta [X], unique up to addition of elements from Z(R)(delta) . Thereby, we generalize classical results by Amitsur on differential polynomial rings defined by derivations on associative and simple rings. Furthermore, we use the ideal structure of D to show that D is simple if and only if R is delta-simple and Z(D) equals the field R-delta boolean AND Z(R). This provides us with a non-associative generalization of a result by Oinert, Richter and Silve-strov. This result is in turn used to show a non-associative version of a classical result by Jordan concerning simplicity of D in the cases when the characteristic of the field R-delta boolean AND Z(R) is either zero or a prime. We use our findings to show simplicity results for both non-associative versions of Weyl algebras and non-associative differential polynomial rings defined by monoid/group actions on compact Hausdorff spaces.

  • 71.
    Nystedt, Patrik
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Öinert, Johan
    Blekinge Institute of Technology, Department of Mathematics and Natural Sciences, Karlskrona, SE-37179, Sweden.
    Richter, Johan
    Mälardalen University, Academy of Education, Culture and Communication,Box 883, Västerås, SE-72123, Sweden.
    Simplicity of Ore monoid rings2019In: Journal of Algebra, ISSN 0021-8693, E-ISSN 1090-266X, Vol. 530, p. 69-85Article in journal (Refereed)
    Abstract [en]

    Given a non-associative unital ring R, a monoid G and a set π of additive maps R→R, we introduce the Ore monoid ring R[π;G], and, in a special case, the differential monoid ring. We show that these structures generalize, in a natural way, not only the classical Ore extensions and differential polynomial rings, but also the constructions, introduced by Cojuhari, defined by so-called D-structures π. Moreover, for commutative monoids, we give necessary and sufficient conditions for differential monoid rings to be simple. We use this in a special case to obtain new and shorter proofs of classical simplicity results for differential polynomial rings in several variables previously obtained by Voskoglou and Malm by other means. We also give examples of new Ore-like structures defined by finite commutative monoids. © 2019 Elsevier Inc.

  • 72.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bedömning av matematikkunskaper genom individuella utvecklingsplaner2017In: "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson / [ed] Lisa Björklund Boistrup, Maria Nordlund & Eva Norén, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet , 2017, p. 80-93Chapter in book (Other academic)
  • 73.
    Tano, Ingrid
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering. University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Contributions to multivariate process capability indices2012Licentiate thesis, comprehensive summary (Other academic)
  • 74.
    Tano, Ingrid
    et al.
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering.
    Vännman, Kerstin
    Luleå Tekniska universitet.
    A multivariate process capability index based on the first principal component only2013In: Quality and Reliability Engineering International, ISSN 0748-8017, E-ISSN 1099-1638, Vol. 29, no 7, p. 987-1003Article in journal (Refereed)
  • 75.
    Tano, Ingrid
    et al.
    University West, Department of Engineering Science, Division of Computer, Electrical and Surveying Engineering.
    Vännman, Kerstin
    Umeå universitet, Umeå, Sverige.
    Comparing Confidence Intervals for Multivariate Process capability Indices2012In: Quality and Reliability Engineering International, ISSN 0748-8017, E-ISSN 1099-1638, Vol. 28, no 4, p. 481-495Article in journal (Refereed)
    Abstract [en]

    Multivariate process capability indices (MPCIs) are needed for process capability analysis when the quality of a process is determined by several univariate quality characteristics that are correlated. There are several different MPCIs described in the literature, but confidence intervals have been derived for only a handful of these. In practice, the conclusion about process capability must be drawn from a random sample. Hence, confidence intervals or tests for MPCIs are important. With a case study as a start and under the assumption of multivariate normality, we review and compare four different available methods for calculating confidence intervals of MPCIs that generalize the univariate index Cp. Two of the methods are based on the ratio of a tolerance region to a process region, and two are based on the principal component analysis. For two of the methods, we derive approximate confidence intervals, which are easy to calculate and can be used for moderate sample sizes. We discuss issues that need to be solved before the studied methods can be applied more generally in practice. For instance, three of the methods have approximate confidence levels only, but no investigation has been carried out on how good these approximations are. Furthermore, we highlight the problem with the correspondence between the index value and the probability of nonconformance. We also elucidate a major drawback with the existing MPCIs on the basis of the principal component analysis. Our investigation shows the need for more research to obtain an MPCI with confidence interval such that conclusions about the process capability can be drawn at a known confidence level and that a stated value of the MPCI limits the probability of nonconformance in a known way. 

  • 76.
    Tano, Ingrid
    et al.
    University West, Department of Engineering Science, Division of Land Surveying and Mathematics.
    Vännman, Kerstin
    Umeå Universitet & Luleå tekniska universitet & Högskolan Väst.
    Multivariate Process Capability Indices—A New Principal Component Analysis Approach2011In: ENBIS1- Coimbra, Portogal, 2011Conference paper (Refereed)
    Abstract [en]

    Often the quality of a process is determined by several correlated quality characteristics. In such cases the quality characteristic should be treated as a vector and a number of different multivariate process capability indices (MPCI:s) have been developed for such a situation. One of the existing MPCIs described in the literature is based on principal component analysis (PCA). The idea behind this MPCI is to do a PCA and consider only the first few principle components that explain the main part of the variability. Then one of the well-known univariate process capability indices is applied to each selected principle component and thereafter the univariate process capability indices for the selected principle components are combined to one MPCI. In order define this MPCI the tolerance region for the quality characteristic vector is transformed to a separate specification interval for each principal component. Recently it was shown that this transformation of the tolerance region into separate specification intervals is done in an improper way. And it is far from obvious how to obtain the individual specification limits for each selected principal component when the transformation is properly made. This problem gets complicated for 2 principal components and even worse for more than 2 principal components. We propose a new method based on PCA that circumvent these difficulties for the case when the tolerance region is a hyper-rectangular. This method first transforms the original data in a suitable way. Then PCA is done on the transformed data and it is shown that only the first principal component is needed to deem a process as capable or not at a stated significance level. Hence, a multivariate situation is transferred into a univariate situation and well-known theory for univariate process capability indices can be used to draw conclusions about the process capability. The properties of this method are investigated through a simulation study.

  • 77.
    Vanhatalo, E.
    et al.
    Luleå University of Technology, Quality Technology and Management.
    Bergquist, B.
    Luleå University of Technology, Quality Technology and Management.
    Vännman, Kerstin
    University West, Department of Engineering Science, Division of Natural Sciences and Electrical and Surveying Engineering.
    Towards improved analysis methods for two-level factorial experiments with time series responses2013In: Quality and Reliability Engineering International, ISSN 0748-8017, E-ISSN 1099-1638, Vol. 29, no 5, p. 725-741Article in journal (Refereed)
    Abstract [en]

    Dynamic processes exhibit a time delay between the disturbances and the resulting process response. Therefore, one has to acknowledge process dynamics, such as transition times, when planning and analyzing experiments in dynamic processes. In this article, we explore, discuss, and compare different methods to estimate location effects for two-level factorial experiments where the responses are represented by time series. Particularly, we outline the use of intervention-noise modeling to estimate the effects and to compare this method by using the averages of the response observations in each run as the single response. The comparisons are made by simulated experiments using a dynamic continuous process model. The results show that the effect estimates for the different analysis methods are similar. Using the average of the response in each run, but removing the transition time, is found to be a competitive, robust, and straightforward method, whereas intervention-noise models are found to be more comprehensive, render slightly fewer spurious effects, find more of the active effects for unreplicated experiments and provide the possibility to model effect dynamics. Copyright © 2012 John Wiley & Sons, Ltd. Copyright © 2012 John Wiley & Sons, Ltd.

12 51 - 77 of 77
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf