References

“We are living in an increasingly complex and interconnected world where traditional leadership skills no longer suffice. The successful leader today needs to also be able to make sense of huge amounts data (“Big data”) before making critical decisions. Analytical skills, lateral thinking, applying logic and quantative tools will enable sound decisions that are based on real insights rather than intuition and relying on what worked in the past.

The good news is that today we have excellent e-learning platforms available to us that help us obtain and refresh these critical skills over time. As ´life long learners´ we need to familiarize ourselves with these interactive tools and take advantage of the fact that they can be personalized to our very own needs and abilities.

e-maths.ch is a great example of an interactive and easy to use learning tool that cannot only help University students to excel but also those that want to build their executive analytical skills for better decision making.”

Gabi Zedlmayer, Social Innovator and former Chief Progress Officer for HP and HPE


“From a a student’s point of view, I consider e-maths.ch to be a highly effective tool for improving and maintaining one’s level of proficiency in the variety of topics provided. Not only does this tool allow for very efficient exam preparation, but it goes beyond formal requirements and thereby specifically focuses on the user’s individual knowledge and abilities. The instant feedback mechanism which provides the user with a percentage score on each topic, combined with relevant theory and sample solutions – which are both accessible by a single click – greatly support the student’s learning process in terms of time-efficiency and ease of learning. Besides supporting users in allocating their limited time resources to a specific topic, a clever algorithm serves students with suitable questions based on their individual level of proficiency. Because e-maths.ch firstly establishes a well-founded basis by starting with comparatively easy exercises, and in a second step challenges users based on their specific level of knowledge, the learning process is maximized as a result of the individual focus. Lastly, in case some users have difficulty in completely understanding the sample solution or theory, the platform also provides a Q&A section. The unusual aspect of this Q&A part is the fact that besides supervisors, other users are also able to answer questions raised and thus they do not only support the learning process of others, but are able to make use of the newly acquired knowledge themselves. All in all, I believe that all users, regardless of their prior knowledge or proficiency in the variety of topics, are able to benefit from the e-maths platform due to its highly personalized and individual orientation, its simplicity, as well as its provision of instant feedback and theory.“

Simon Frei, former Assessment Year student and now student in the Bachelor Programme majoring in Economics, University of St. Gallen


 

“e-maths.ch provided me with an additional comprehensive and illustrative set of exercises in addition to those discussed in the exercise sessions. In particular, e-maths.ch was useful for understanding the concepts more deeply since the customary exam preparation of solving old exams leads to a somewhat mechanical approach to the exercises, and one does not further question or even understand what is behind the concepts taught. Moreover, as the structure of the final exam has changed somewhat from 100% open questions to 50% multiple choice questions, it is advisable to look at e-maths.ch, which sometimes goes in the direction of the knowledge asked in the multiple choice questions part of the exam.”

Jan Serwart, former Assessment Year student and now student in the Bachelor Programme majoring in Economics, University of St. Gallen