scholarly journals Developing pedagogies for a synchronous online course on teaching pre-university mathematics

2018 ◽  
Vol 37 (2) ◽  
pp. 98-112 ◽  
Author(s):  
Jennie Golding ◽  
Nicola Bretscher
Keyword(s):  
Online Course ◽  
University Mathematics ◽  
Synchronous Online

Analysis of Interactions through a Web Annotation Tool in a Pre-University Mathematics Online Course

2010 ◽  
pp. 79-97 ◽  
Author(s):  
Núria Escudero-Viladoms ◽  
Teresa Sancho-Vinuesa
Keyword(s):  
Engineering Students ◽  
Social Criticism ◽  
Online Course ◽  
Annotation Tool ◽  
Online Interaction ◽  
Communication Tool ◽  
University Mathematics ◽  
Collaborative Tool ◽  
Mathematical Competencies

employed as a collaborative tool or as a medium of artistic or social criticism, has been introduced in a mathematics course for online pre-engineering students. The objective of this innovation is to integrate the communication and the subject’s contents and to check whether a better level of communication between students and professors improves the acquisition of basic mathematical competencies. As a result of this study, we put forward a model for the analysis of the online interaction, as well as a classification of students in relation to the use of the communication tool.

scholarly journals Comparing example generation with classification in the learning of new mathematics concepts

2021 ◽  
Author(s):  
George Kinnear
Keyword(s):  
Empirical Studies ◽  
Empirical Support ◽  
Online Course ◽  
University Mathematics ◽  
Example Generation ◽  
Classification Tasks

Prompting learners to generate examples has been proposed as an effective way of developing understanding of a new concept. However, empirical support for this approach is lacking. This article presents two empirical studies on the use of example-generation tasks in an online course in introductory university mathematics. The first study compares the effectiveness of a task prompting learners to generate examples of increasing and decreasing sequences, with a task inviting them to classify given examples; it also investigates the effectiveness of different sequences of generation and classification tasks. The second study replicates the investigation of interactions between generation and classification tasks. The findings suggest that there is little difference between the two types of task, in terms of students' ability to answer later questions about the concept.

Engaging Students via Nearpod® in Synchronous Online Teaching

2020 ◽  
pp. 237929812097495
Author(s):  
Jiunwen Wang ◽  
Ivy Chia
Keyword(s):  
Online Teaching ◽  
Video Conferencing ◽  
Mass Movement ◽  
Online Course ◽  
Face To Face ◽  
Know How ◽  
Advantages And Disadvantages ◽  
Educational Application ◽  
Set Up ◽  
Synchronous Online

There is a mass movement toward conducting classes online due to the coronavirus situation. The call for new ways to engage students in a synchronous online course is especially urgent. Given that most face-to-face classes in physical settings have been cancelled, it is imperative that instructors know how to engage students in online lessons so as to maximize their engagement and learning. This article documents how a cloud-based educational application known as Nearpod® can be used in conjunction with video conferencing tools to effectively engage students in a synchronous online class. It provides information on how a lesson can be set up, including how a lesson will be experienced from a student’s perspective. The advantages and disadvantages of Nearpod are also explored.

scholarly journals Creating Dynamic Learning Communities in Synchronous Online Courses: One Approach from the Center for the Integration of Research, Teaching and Learning (CIRTL)

2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Melissa McDaniels ◽  
Christine Pfund ◽  
Kitch Barnicle
Keyword(s):  
Learning Communities ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Mentor Training ◽  
Dynamic Learning ◽  
Face To Face ◽  
High Satisfaction ◽  
Research Mentor ◽  
Synchronous Online

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of Research, Teaching and Learning (CIRTL) reported high satisfaction with the online training and increased confidence in their mentoring. Both quantitative and qualitative data indicate that the synchronous environment was successful in creating a strong sense of community among the participants. Specific pedagogical approaches for cultivating learning communities online as well as implications for scaling up such efforts are discussed.

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