Enhancing Flipped Mathematics Education by Utilising GeoGebra

Weinhandl, Robert; Lavicza, Zsolt; Hohenwarter, Markus; Schallert, Stefanie

doi:10.46328/ijemst.v8i1.832

Cited by 44 publications

(25 citation statements)

References 31 publications

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“…Around 80% of the students in this research report that they spend the same or less time on flipped homework compared to other subjects. This perception contradicts the findings of research by Muir (2020) and Weinhandl, Lavicza, Hohenwarter and Schallert (2020), with secondary school students and in mathematics classes, who found that using the FC requires more effort from students.…”

Section: Discussioncontrasting

confidence: 83%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

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Section: Discussioncontrasting

confidence: 83%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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“…Many researchers have extensively studied the impact of distance learning on education and have found that distance education has a number of benefits such as ensuring the continuity of education [17,18], ensuring a lifelong learning [19,20], and reducing the high costs associated with traditional education [21]. Limitations such as teaching methods, scheduling, and time have existed since the teacher and the learner were located in different places [22,23].…”

Section: The Impact Of Covid-19 Pandemic On Educationmentioning

confidence: 99%

The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan

Alsoud

Harasis

2021

JTAER

116

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Since the beginning of the COVID-19 pandemic Universities around the world are taking rapid actions to ensure students learning continuity and secure the well-being of their students. This study aims at exploring the student’s e-learning experience in Jordanian Universities as well as e-learning readiness during the pandemic. While each university is unique, we hope our assessment can provide some insights into how well the student’s e-learning experience was during the pandemic. A structural online questionnaire was distributed, followed by descriptive analysis. Students from remote and disadvantaged areas primarily faced enormous challenges such as technological accessibility, poor internet connectivity, and harsh study environments. This study also highlights the role of electronic commerce in transforming distance learning. Further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning throughout Jordan.

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“…Distance education has many benefits such as ensuring the sustainability of education (Akinbadewa & Sofowora, 2020;Bruder, 1989;Omiles et al, 2019;Seage & Türegün, 2020), providing lifelong learning (Alharthi, 2020;Lou, 2004;Pambayun et al, 2019;Serhan, 2019) and reducing education costs (Al-Husban, 2020; Baggaley, 2008;Hall & Knox, 2009;Harrison & Lee, (2018) although the learner and the teacher are in different places but there are some limitations in terms of methods, schedule and time (Albalawi, 2018;Hannum, 2008;Hilton & Canciello, 2018;Thompson & McDowell, 2019;Uşun, 2006;Vu & Feinstein, 2017;Weinhandl et al, 2020). In addition, many factors such as lack of infrastructure (software, hardware etc.…”

Section: Introductionmentioning

confidence: 99%

Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic

Hebebci

Bertiz²,

Alan

2020

IJTES

345

210

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The aim of this study is to reveal the opinions of teachers and students about the distance education applications carried out in the COVID-19 pandemic, which was identified in Wuhan, China in December 2019 and has spread around the globe in no time. The population of the research consists of 16 teachers and 20 students. The data were analyzed by content analysis technique and divided into themes, sub-themes and codes. It was concluded that students and teachers have positive and negative opinions about distance education activities. The fact that education can be carried out in a planned and scheduled manner even under extraordinary conditions is frequently expressed in positive opinions. Issues such as restricted interaction, infrastructure problems and lack of equipment are among the remarkable negative opinions regarding distance education activities. In addition, opinions have been put forward that distance education will be used more effectively in the future along with necessary improvement and in-service training.

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Enhancing Flipped Mathematics Education by Utilising GeoGebra

Cited by 44 publications

References 31 publications

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan

Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic

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