Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Gonda, Dalibor; Ďuriš, Viliam; Pavlovičová, Gabriela; Tirpáková, Anna

doi:10.3390/math8081229

Cited by 17 publications

(14 citation statements)

References 22 publications

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“…The second significant factor we found to influence the gradual decrease in procrastination was the way in which video recordings were included in the course design. At the beginning of the course, our experiment confirmed that students prefer video recordings to reading written material [53,54]. However, the videos did not cover the entire content of the written material (as expected by the students) but formed a certain superstructure for a better understanding of the written material.…”

Section: Discussionsupporting

confidence: 59%

“…In further research, we recommend identifying how it is necessary to modify the proposed design of the flipped class for application in the master's degree. According to several studies (e.g., [54,63]), there are differences in access to online education between undergraduate and graduate students. At the same time, we recommend that further research be devoted to the creation of study materials that would support students' conceptual acquisition of new knowledge in the preparation outside the classroom.…”

Section: Discussionmentioning

confidence: 99%

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Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

et al. 2021

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The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

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Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

et al. 2021

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“…It is necessary to note that the issue of constructivism is discussed in scientific literature both in terms of its contribution to education [19] and in terms of its negative effect [20,21]. There are several surveys confronting the traditional way of teaching based on the transmissive concept of teaching with other approaches, such as web-based learning [22], computer-assisted teaching [23,24], etc. However, it is rather complicated to find research that directly focuses on one specific approach (the scheme-oriented approach, the Dalton Plan, etc.).…”

Section: Introductionmentioning

confidence: 99%

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

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“…A large part of the educational content has already moved to the virtual environment, the distance education has risen strongly, and it seems that this trend will accelerate under the influence of the current climate change, the global epidemiological measures, and other influences [26].…”

Section: Discussionmentioning

confidence: 99%

The Efficacy of MOOC to Support Students in Pedagogical Research

2020

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The article deals with methods and methodology of pedagogical research in the didactics of informatics in the environment of the Massive Open Online Course (MOOC) based on the principles of connectivism, which offers open, non-formal, and community education. The MOOC was created as a support for the implementation of pedagogical research (primarily for final theses), specifically for solving a causal research problem, which is the most challenging research issue in pedagogical research. We found that the created MOOC is didactically effective for all study degrees. We also identified the parts of the course (which correspond to the stages of processing the experiment) causing the participants the biggest problems. The surprising finding was that the data understanding (data exploration phase) causes the problem the most. Its importance was underestimated when designing the MOOC. Although this phase is the least computationally demanding, it is very important since it is subsequently related to the correct determination of the null statistical hypotheses.

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Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Cited by 17 publications

References 22 publications

Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

The Efficacy of MOOC to Support Students in Pedagogical Research

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