Preferred Learning Tools in Online Mathematics Classes

2013 ◽  
pp. 66-84
Author(s):  
Ana M. Porro
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Learning Theories ◽  
Learning Tools ◽  
Motivational Strategies ◽  
Mathematics Courses ◽  
Online Mathematics

The review of the literature on the role of instructional strategies in online mathematics learning addresses the following major areas and their related subsets: motivation and academic success; online learning and andragogy; and instructional design and learning strategies. It is noted that the hypothesis that motivational strategies promote achievement and success in online mathematics courses is supported by recent investigators who suggested the need to research the effectiveness of incorporating motivational strategies in the implementation of online instructional designs (Bellon & Oates, 2002; Kelsey & D’Souza, 2004; Patall, et al., 2008; Sanacore, 2008; Skinner, 2005). Additionally, the limited role documented on motivation in online mathematics courses by both mathematicians and educators is included. Next, discussions of online learning, andragogy and learning theories, learners’ characteristics and heuristics in interpersonal and cognitive tools are addressed. Lastly, laying the foundation of theory into practice, considerations for instructional designs are included along with suggestions for design and implementation of learning strategies.

scholarly journals The influence of online mathematics learning on prospective teachers mathematics achievement: The role of independent and collaborative learning

2019 ◽  
Vol 11 (4) ◽  
pp. 257-265
Author(s):  
Murat Tezer ◽  
Ezgi P. Yildiz ◽  
Seyma Bozkurt ◽  
Hasan Tangul
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Mathematics Achievement ◽  
Learning Environments ◽  
Prospective Teachers ◽  
Mathematics Learning ◽  
Online Learning Environments ◽  
Post Test ◽  
Online Mathematics

The aim of this study is to influence of online mathematics learning on prospective teachers mathematics achievement based on the role of independent and collaborative learning. An experimental design model with pre-test and post-test control group was used in the study. The working group constitutes a total of 60 prospective teachers in the first and second years of education in the Department of Elementary Teaching and Preschool Teaching of a private university in 2016–2017 academic year in Northern Cyprus. As a means of data collection, mathematics achievement test consisting of 30 questions was administered as pre-test, and after the study, the same success test was administered as a post-test. As a result of the findings, it has been determined that the prospective teachers have a significant increase in their successes due to the teaching practices in online learning environments. Keywords: Online learning environments, independent learning, Moodle, mathematics achievement, teacher candidate, intelligence.

scholarly journals The Description of Mathematics Learning for Grade IV of Muhammadiyah Islamic Elementary School of Krendetan

2021 ◽  
Vol 1 (2) ◽  
pp. 10-17
Author(s):  
Meliana Wulandari Meliana Wulandari ◽  
Mujiyem Sapti ◽  
Rintis Rizkia Pangestika
Keyword(s):  
Online Learning ◽  
Research Design ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
School Principal ◽  
Lesson Plans ◽  
Learning Tools ◽  
Qualitative Research Design ◽  
The Subject

This research is entitled to describe the mathematics online learning for grades IV of Muhammadiyah Islamic Elemetary School of Krendetan. This research requires some sources such as the school principal, the classroom teachers, and the student guardians. The research design uses qualitative research design. The study collects data by using direct research, data from sources, and real evidence. The instruments in this study included: observation sheets, interview guides, and documentation checklists. The results of this study indicate that (1) there is a principal's policy in mathematics online learning for grade IV of Muhammadiyah Islamic Elemetary School of Krendetan. He has an important policy in implementing Mathematics online learning. The school principal conducts some socializations to the school association, the principal and the curriculum team to arrange learning tools such as lesson plans, syllabus, annual program, and semester program. (2) There is a role of the teacher in implementing mathematics online learning. The teacher’s role is like preparing learning tools such as lesson plans, syllabus, annual program, and semester program. The teaching and learning process starts from 07.00 a.m to 12.00 a.m. the stes are first, filling out forums for student absences and the teacher provides learning videos that contain materials and assignments that students must do. After completing the assignment, the students can collect but the teacher also provides a collection limit which is until 21.00 a,m. The assignment is given by the teacher by knowing the ability of students to solve problems according to how it works. (3) There is a role of the student’s guardian in implementing mathematics online learning. The implementation of mathematics online learning for grade IV is carried out from 07.00 a.m to 12.00 a.m by filling in the student attedance list and the teacher send the subject matter in the form of a video to be listened. After listening, the students then do the assignments given by the teacher. After completing the assignmnet, the students send assignments along with photos of students while studying.

scholarly journals ОСОБЛИВОСТІ МОТИВАЦІЇ СТУДЕНТІВ-ПЕРШОКУРСНИКІВ В УМОВАХ ДИСТАНЦІЙНОГО КАРАНТИННОГО НАВЧАННЯ

2021 ◽  
pp. 80-89
Author(s):  
Злата Ржевська-Штефан
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Social Contexts ◽  
Face To Face ◽  
Study Results ◽  
Efl Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Motivation And Learning

Статтю присвячено проблемі мотивації до навчання студентів-першокурсників університету в умовах карантинного дистанційного навчання, для яких вимушений і раптовий перехід на дистанційну форму співпав з періодом їх адаптації до навчання у виші. Проаналізовано переваги та обмеження дистанційної форми навчання в плані мотивування студентів до досягнення навчальних цілей. Розкрито специфіку мотивації студентів в умовах дистанційного карантинного навчання. З метою вивчення особливостей мотивації до навчання студентів першокурсників в умовах карантинного дистанційного навчання використано методику «Шкали академічної мотивації» Т.О. Гордеевої, яка дозволяє визначити рівень розвитку різних мотиваційних конструктів в контексті теорії самодетермінації. Визначено, що у більшості студентів під час академічного року 2020-2021 домінувала внутрішня мотивація, а загальною тенденцією в динаміці мотивації студентів було незначне зниження показників за всіма шкалами як внутрішньої, так і зовнішньої мотивації. Виключенням є показники шкали амотивації, яка несуттєво зросла. Порівняння отриманих результатів із даними про мотивацію першокурсників, що навчались очно, показало, що мотивація студентів, що навчалися в умовах дистанційного та змішаного навчання, виявилась достовірно вищою за всіма шкалами внутрішньої мотивації, а також за шкалами мотивації самоповаги та інтроеційованої мотивації. Виявлені особливості, на наш погляд, визначають специфіку адаптаційних процесів першокурсників в умовах карантинного дистанту. Також отримані результати свідчать, що, попри негативний вплив умов локдауну, студенти виявились достатньо мобілізованими для подолання викликів адаптації до незвичних умов навчання. В свою чергу умови дистанційного навчання спільно з викликами пандемії створили підґрунтя для активізації процесів саморегуляції першокурсників і набуття ними суб’єктного досвіду. Водночас цих умов вочевидь недостатньо для того, щоб такі процеси набули масовості та більшої глибини. Література Гордеева, Т.О., Сычев, О.А., & Осин, Е.Н. (2014). Опросник «Шкалы академической мотивации». Психологический журнал, 35(4), 96–107. Дворецкая, Т.А., & Ахмадиева, Л.Р. (2018). Динамика направленности учебной мотивации у студентов разных курсов в течение учебного года. Профессиональное образование в современном мире, 8(2), 1924–1933.https://doi.org/10.15372/PEMW20180222 Іванеко, Ю. (2020). Дистанційне навчання як засіб розвитку самоорганізації студентів. Збірник наукових праць «Проблеми сучасної психології», 49, 60–83. https://org/10.32626/2227-6246.2020-49 Красюк, Ю.М. (2010). Проблеми мотивації навчальної діяльності студентів дистанційної форми навчання. Режим доступу: https://ir.kneu.edu.ua/bitstream/handle/2010/25885/ZE_Krasiuk.pdf?sequence=1&isAllowed=y Панферов, В.Н., Безгодова, С.А., Васильева, С.В., Иванов, А.С., & Микляева, А.В. (2020). Эффективность обучения и академическая мотивация студентов в условиях онлайн-взаимодействия с преподавателем (на примере видеолекции). Социальная психология и общество, 11(1), 127–143. https://doi.org/10.17759/sps.2020110108 Прибилова, В. (2017). Проблеми та переваги дистанційного навчання у вищих навчальних закладах України. Проблеми сучасної освіти, 4, 27–36. Режим доступа: https://periodicals.karazin.ua/issuesedu/article/view/8791 Пуляєва, В.Н., & Неврюев, А.Н. (2019). Академическая мотивация: как фактор удовлетворенности образовательными услугами. Креативная экономика, 3, 533–544. Режим доступа: http://elib.fa.ru/art2019/bv480.pdf Савин, Е.Ю. (2019). Соотношение субъектного опыта студента с внешней и внутренней мотивацией академической активности. Мир науки. Педагогика и психология, 2. Режим доступа: https://cyberleninka.ru/article/n/sootnoshenie-subektnogo-opyta-studenta-s-vneshney-i-vnutrenney-motivatsiey-akademicheskoy-aktivnosti Смульсон, Ю.Л. (2012). Дистанційне навчання: психологічні засади. (Монографія). Кіровоград : Імекс-ЛТД. Biwer,, Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin,A. (2021). Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Front. Psychol., 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593 Deci, E., & Ryan, R.M. (2012). Motivation, Personality, and Development within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation, 1–26. http://dx.doi.org/10.1093/oxfordhb/9780195399820.013.0006 Markova, Т., Glazkova, І., & Zaborova, Е. (2017). Quality Issues of Online Distance Learning. Procedia – Social and Behavioral Sciences, 237, 685–691. https://doi.org/10.1016/j.sbspro.2017.02.043 Meeter, M., Bele, T., Hartogh, C. d., Bakker, T., de Vries, R.E., & Plak, S. (2020). College students’ motivation and study results after COVID-19 stay-at-home orders. https://doi.org/10.31234/osf.io/kn6v9  Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.  Retrieved from https://dergipark.org.tr/en/pub/jetol/issue/60134/817680 Stark, E. (2019). Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students. Online Learning, 23(3), 234–251. http://dx.doi.org/10.24059/olj.v23i3.1556  

scholarly journals The role of the learning environment in addressing online learning in the Covid-19 era

2020 ◽  
Vol 6 (02) ◽  
pp. 106-116
Author(s):  
Galuh Asprilia Fadhilah
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Virus Disease ◽  
Mathematics Learning ◽  
Comparison Method ◽  
Literature Study ◽  
School Students ◽  
Analysis Technique ◽  
The Impact

Since the outbreak of the Corona Virus Disease pandemic (covid-19) has had a significant impact on all aspects of life, especially education. In the world of online learning education is considered to be a new thing in the process so that many students and teachers feel strange doing it. The number of obstacles experienced make online learning not yet implemented well. The lack of preparation for the role of the learning environment is considered to be a contributing factor to online learning in the Covid 19 era. The purpose of writing this article are 1) Describe the role of the environment in the mathematics learning process of elementary school students in the Covid-19 era. 2) Analyzing the impact arising from the unpreparedness of the learning environment in implementing online learning in the Covid-19 era. This research method uses the type of literature study. The object of this research focuses on the role of the learning environment in addressing online learning in the Covid era 19. The validity of the data is done by triangulating various sources. The data analysis technique used in this study is the Constant Comparison method. The results of this study are 1). The learning environment plays an important role in implementing online learning. 2). Online learning takes place suddenly so that the lack of preparation of the learning environment is the main problem at hand. That causes many obstacles faced in implementing online learning.

scholarly journals Intentionality and Players of Effective Online Courses in Mathematics

2021 ◽  
Vol 7 ◽  
Author(s):  
Salman Hussain Raza ◽  
Emmenual Reddy
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Discussion Forums ◽  
Success Rates ◽  
Learning Space ◽  
Problem Solving Skills ◽  
Mathematics Courses ◽  
Learning And Teaching ◽  
Online Mathematics

Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

scholarly journals PEMBELAJARAN MATEMATIKA STRATEGI QUANTUM LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Sukamto Sukamto
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Subject Matter ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Lessons Learned ◽  
School Level ◽  
School Students ◽  
Mathematics Courses

This study in the background backs low student motivation, especially elementary school mathematics subject matter. Mathematics courses is one of the lessons learned from the primary school level. Even informally parents have taught mathematics to the toddler through the tools of play. Elementary students have thought of mathematics courses is subject scary and considered difficult. Mathematics courses are eye pelajarana considered difficult for students, student motivation to learn a low, monotonous learning process, uninteresting and boring for students. Students in participating in math do not wholeheartedly and only keterpaksaaan alone. Conditions like these that lead to low mathematics achievement.One of the characteristics of mathematics is to have an abstract object and became one of the difficulties faced by both teachers to teach and students in understanding it. Teachers as educators should be aware that elementary school students still think concretely. This causes the teacher should try to reduce the abstract nature of mathematical objects so as to facilitate the students understand the subject matter, but still directed towards the achievement of learning abstract thinking ability of students. Elementary school students still think concretely, it is easy to understand if it can be detected by the senses. Learning strategies should be able to maximize all potential, every student has the same right to succeed. All the elements that underpin the success of learning should be mixed into an accumulation that really create a learning atmosphere. Some of the techniques used is to give positive suggestions with seats the students are comfortable, put background music in the classroom, increasing the participation of individuals, using posters to give a great impression while highlight information (DePorter, 2005: 14). Thus we can conclude quantum mathematics learning strategy learning can increase students' motivation.

scholarly journals Learning Strategies at SD Muhammadiyah 1 Candi during the Covid 19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Arizkylia Yoka Putri ◽  
Muhlasin Amrullah
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Method ◽  
Parental Education ◽  
Home Visits ◽  
Educational Policies ◽  
Learning Tools ◽  
Corona Virus

This Study aims to provide an overview of the trategies implemented by SD Muhammadiyah 1 Candi in the learning process during the Covid 19 pandemic. The method used in this research is descriptive qualitative method. The data collection techniques in this study were trough interviewes, documentation and observation. During the covid 19 pandemic, SD Muhammadiyah 1 Candi implemented an online learning policy, in accordane with the instructions issued by the minister of education and culture Nadiem Makarim through Circular Number 4 of 2020 concerning Implementation of Educational Policies in the emergency period of the spread of the Corona virus. Online learning is carried out in order to reduce the spread of covid-19. During the implementation of online learning, SD Muhammadiyah 1 Candi experienced several obstacles at the beginning of its implementation, namely the lack of parental education in using learning tools such as zoom meetings. From these obstacles, SD Muhammadiyah 1 Candi Provided solutions in the from of home visits and direct classes. Home visits are intended to provide more understanding to students. Direct class is a solution for students who do not have cellphones. However, during the application of online learning students are very enthusiastic in their teaching and learing activities.

scholarly journals The Role of an Interactive Visual Learning Tool and Its Personalizability in Online Learning: Flow Experience

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Young Ha ◽  
Hyunjoo Im
Keyword(s):  
Online Learning ◽  
Visual Learning ◽  
Flow Experience ◽  
Learning Tools ◽  
Learning Tool ◽  
Online Activity ◽  
Actual Performance ◽  
Hedonic Value ◽  
Online Activities

The purpose of this study was to examine the effect of interactive online learning tools on college student learning using flow as the guiding perspective. Study 1 was conducted to test the effect of online interactivity manipulated by dynamic visual learning tools on student’s flow experience, level of telepresence, actual performance in test, and perceived values of such activities. Study 2 was designed to test the effect of personalizability of difficulty levels in the interactive online activity on students’ learning experience. The results found that interactive online learning tools can facilitate student’s active learning process by increasing attention, curiosity, and interest about the online activity, and by reducing awareness of physical surroundings. In addition, the interactive activity significantly improved students’ test scores. This study also found that personalized difficulty options available in the interactive online activity significantly increased students’ perceived hedonic value (i.e., enjoyment) of and the level of satisfaction with the activity. The results emphasize the critical role of interactive visual learning tool in the online activities in improving students’ flow experience and actual performance. Personalizability of task levels is also recommended to be used in online activities to increase students’ perceived hedonic value and satisfaction with such online activities.

scholarly journals Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Terry Anderson
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Developed Countries ◽  
Independent Study ◽  
Human Interaction ◽  
Learning Theories ◽  
Social Characteristics ◽  
Human Beings ◽  
Theoretical Rationale

No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect” mix that meets all learner and institutional needs across all curricula and content. Nonetheless, hard decisions have to be made. Even more than in 1979, the development of newer, cost effective technologies and the nearly ubiquitous (in developed countries) Net-based telecommunications system is transforming, at least, the cost and access implications of getting the mix right. Further, developments in social cognitive based learning theories are providing increased evidence of the importance of collaborative activity as a component of all forms of education – including those delivered at a distance. Finally, the context in which distance education is developed and delivered is changing in response to the capacity of the semantic Web (Berners-Lee, 1999) to support interaction, not only amongst humans, but also between and among autonomous agents and human beings. Thus, the landscape and challenges of “getting the mix right” have not lessened in the past 25 years, and, in fact, have become even more complicated. This paper attempts to provide a theoretical rationale and guide for instructional designers and teachers interested in developing distance education systems that are both effective and efficient in meeting diverse student learning needs.

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