An On-Campus Approach to Online Mathematics Teaching: A Case Study on a Pre-Calculus Course
Learning in STEM subjects is to a high degree based upon understanding logic, especially in subjects like mathematics. It has always been challenging .
- Pub. date: December 15, 2022
- Pages: 191-207
- 358 Downloads
- 896 Views
- 2 Citations
- #Face-to-face
- # online teaching
- # student active learning
- # STEM teaching
- # technical teaching methods.
Abstract:
Learning in STEM subjects is to a high degree based upon understanding logic, especially in subjects like mathematics. It has always been challenging to preserve the benefits of on-campus teaching and learning while digitalizing the teaching of mathematics. In this article an approach to design for a suitable online pre-calculus course is discussed, that aims to address the challenges. The main focus will be on student active learning in synchronous online environments, technical teaching methods in lectures, and pre-planning of the course. The final exam in the course was held as a closed-book proctored exam on-campus with pen and paper, providing data on comparisons of the final exam scores with the exam from the previous year, in which the entire course was held on-campus. The results indicate a positive effect from the presented design. Also, student surveys indicated high student satisfaction.
face to face online teaching student active learning stem teaching technical teaching methods
Keywords: Face-to-face, online teaching, student active learning, STEM teaching, technical teaching methods.
2
References
Albelbisi, N., Yusop, F. D., & Salleh, U. K. (2018). Mapping the factors influencing success of massive open online courses (MOOC) in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2995-3012. https://doi.org/10.29333/ejmste/91486
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners' and teachers' gestures. Journal of the Learning Sciences, 21(2), 247-286. https://doi.org/10.1080/10508406.2011.611446
Asgari, S., Trajkovic, J., Rahmani, M., Zhang, W., Lo, R., & Sciortino, A. (2021). An observational study of engineering online education during the COVID-19 pandemic. PLoS ONE, 16(4). https://doi.org/10.1371/journal.pone.0250041
Bilen, E., & Matros, A. (2021). Online cheating amid COVID-19. Journal of Economic Behavior & Organization, 182, 196-211. https://doi.org/10.1016/j.jebo.2020.12.004
Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans.
Bognár, L., Fáncsikné, E. H., Horváth, P., Joós, A., Nagy, B., & Strauber, G. (2018). Improved learning environment for calculus courses. Journal of Applied Technical and Educational Sciences, 8(4), 35-43. https://doi.org/10.24368/jates.v8i4.59
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom: 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education. https://files.eric.ed.gov/fulltext/ED336049.pdf
Bringula, R., Reguyal, J., Tan, D., & Ulfa, S. (2021). Mathematics self-concept and challenges of learners in an online learning environment during COVID-19 pandemic. Smart Learning Environment, 8(1). https://doi.org/10.1186/s40561-021-00168-5
Carmichael, M., Reid, A.-K., & Karpicke, J. D. (2018). Assessing the impact of educational video on student engagement, critical thinking and learning: The current state of play. SAGE publishing. https://cutt.ly/z1ZydlF
Fiorella, L., Stull, A. T., Kuhlmann, S., & Mayer, R. E. (2019). Instructor presence in video lectures: The role of dynamic drawings, eye contact, and instructor visibility. Journal of Educational Psychology, 111(7), 1162-1171. https://doi.org/10.1037/edu0000325
Fish, L. A. (2017). The value of multiple choice questions in evaluating operations management learning through online homework versus in-class performance. Business Education Innovation Journal, 9(2), 103-109. https://cutt.ly/L1ZypX9
Hadi Mogavi, R., Zhao, Y., Ul Haq, E., Hui, P., & Ma, X. (2021). Student barriers to active learning in synchronous online classes: Characterization, reflections, and suggestions. In M. Pérez-Sanagustín, A. Ogan & Marcus Specht (Eds.), Proceedings of the Eighth ACM Conference on Learning @ Scale (L@S '21) (pp. 101-115). Association for Computing Machinery. https://doi.org/10.1145/3430895.3460126
Hassan, M. M., & Hussain, M. W. (2020). A critical review by teachers on the online teaching-learning during the COVID-19. International Journal of Education and Management Engineering, 10(8), 17-27. https://doi.org/10.5815/ijeme.2020.05.03
Jin, T. (2020, May 28). Nettbasert undervisning 2020 Tips [Tips on online based teaching 2020] [Video]. YouTube. https://youtu.be/BTXOFGsENLU
Jin, T. (2021, August 31). Digitale øvingstime i teams [Digital exercise class in teams] [Video]. YouTube. https://youtu.be/S7q10UOa-d4?
Jin, T. (2022). Online interactive face-to-face learning in mathematics in engineering education. European Journal of Engineering Education. https://doi.org/10.1080/03043797.2022.2117023
Jin, T., & Wessel-Berg, D. (2019). ”Teach Us”, A proposed new tool for online education. In H. R. Arabnia, A. Bahrami, L. Deligiannidis & F. G. Tinetti (Eds.), Proceedings of the 2019 International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government (pp. 59-60). CSREA Press.
Lopes, A. P., & Soares, F. (2018). Flipping a mathematics course, a blended learning approach. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), Proceedings of the 12th International Technology, Education and Development Conference (pp. 3844-3853). IATED Academy. https://doi.org/10.21125/inted.2018.0749
López Belmonte, J., Cabrera, A. F., Nuñez, J. A., & Sánchez, S. P. (2019). Formative transcendence of flipped learning in mathematics students of secondary education. Mathematics, 7(12), Articl 1226. https://doi.org/10.3390/math7121226
Maddrell, J. A., Morrison, G. R., & Watson, G. S. (2017). Presence and learning in a community of inquiry. Distance Education, 38(2), 245-258. https://doi.org/10.1080/01587919.2017.1322062
Mahlangu, V. P. (2018). The good, the bad, and the ugly of distance learning in higher education. In M. Sinecen (Ed.), Trends in e-learning. IntechOpen. https://doi.org/10.5772/intechopen.75702
Mayer, R. E. (2014). Principles based on social cues in multimedia learning: Personalization, voice, image, and embodiment principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 345-368). Cambridge University Press.
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
Orlov, D., McKee, D., Berry, J., Boyle, A., DiCiccio, T., Ransom, T., Rees-Jones, A., & Stoye, J. (2021). Learning during the COVID-19 pandemic: It is not who you teach, but how you teach. Economics Letters, 202, Article 109812. https://doi.org/10.1016/j.econlet.2021.109812
Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Stuart, J., & Rutherford, R. J. (1978). Medical student concentration during lectures. The Lancet, 312(8088), 514-516. https://doi.org/10.1016/S0140-6736(78)92233-x
Stull, A. T., Fiorella, L., Gainer, M. J., & Mayer, R. E. (2018). Using transparent whiteboards to boost learning from online STEM lectures. Computers and Education, 120, 146-159. https://doi.org/10.1016/j.compedu.2018.02.005
Taft, S., Kesten, K., & El-Banna, M. M. (2019). One size does not fit all: Toward an evidence-based framework for determining online course enrollment sizes in higher education. Online Learning, 23(3), 188-233. https://doi.org/10.24059/olj.v23i3.1534
Thelen, E., Schöner, G., Scheier, C., & Smith, L. (2001). The dynamics of embodiment: A field theory of infant perservative reaching. The Behavioral and Brain Sciences, 24(1), 1-34. https://doi.org/10.1017/s0140525x01003910
Todd, R. W. (2020). Teachers’ perceptions of the shift from the classroom to online teaching. International Journal of TESOL Studies, 2(2), 4-16. https://doi.org/10.46451/ijts.2020.09.02
Trenholm, S., Peschke, J., & Chinnappan, M. (2019). A review of fully online undergraduate mathematics instruction through the lens of large-scale research (2000-2015). Problems, Resources, and Issues in Mathematics Undergraduate Studies, 29(10), 1080-1100. https://doi.org/10.1080/10511970.2018.1472685
Whitton, N., & Langan, M. (2018). Fun and games in higher education: An analysis of UK student perspectives. Teaching in Higher Education, 24, 1000-1013. https://doi.org/10.1080/13562517.2018.1541885