ABSTRACT

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students’ learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online.

摘要

与被动地听讲座相比，数学中的主动学习可以带来更深入的理解，但最近的研究表明，在线教程中以说教为主。本研究调查了学生在三种类型的活动中的参与情况：在在线本科数学教程期间，通过投票解决数学问题、共享白板上的屏幕活动和文本聊天。数据来自辅导观察、学生和导师调查、半结构化学生访谈和导师焦点小组。结果表明，学生对各种活动的参与度都很高。学生们也认为它们很有趣并有助于他们的学习，尽管在活动类型之间存在一些差异，例如通过文本聊天完成的活动不太受欢迎。对学生学习的感知好处包括尝试类似活动的能力，建议的好处，例如纠正误解，收到的反应更加复杂。通过展示数学活动在同步在线教学中的成功使用，这些结果为导师提供了促进必要的在线主动学习的动力。