Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

Abstract

This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students' learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII's inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students' learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.

Student Perceptions of a Mathematics Major for Prospective Elementary Teachers with an Inquiry‐Based Philosophy

“…We coded this response as increased self-confidence and noted that Quinn also emphasizes exploration leading to mathematics learning. Increased mathematical self-confidence is consistent with findings in the self-confidence of children learning math and science in IBL settings [5,10,15].…”

The Use of ICT Tools in E-Mentoring: A Case Study

“…In the literature, only e-mail is used for interaction in a considerable part of the studies (Rickard & Rickard, 2009;Shpigelman, Weiss, & Reiter, 2009;Burgstahler & Crawford, 2007;Watson, 2006) carried out with e-mentoring. However, there are some studies employing the technologies such as video conferencing (Li, Moorman, & Dyjur, 2010), electronic chat (Smith-Jentsch, Scielzo, Yarbrough, & Rosopa, 2008), and online forum (Gareis & Nussbaum-Beach, 2008) alone. In some other studies, more than one technology is used.…”

The Role of E-Mentoring in Mathematically Gifted Students’ Academic Life

“…E-mentoring has opened new windows of opportunity for individuals to gain access to mentors in a wide variety of academic and professional career fields. E-mentoring has been used in both the public and private sectors for different purposes: to develop virtual communities in higher education institutions (Kasprisin, Single, Single, & Muller, 2003; Schrum, English, & Galizio, 2012); to advance high-quality math, science, and special education instruction for all students (Burgstahler & Cronheim, 2001; Li, Moorman, & Dyjur, 2010; Long & Close, 2012; Shpigelman, Weiss, & Reiter, 2009); and to provide career or business development advice (Headlam-Wells, Gosland, & Craig, 2005).…”

“…Through individual and focus group interviews, Schrum et al examined the ways online mentors were approaching their tasks, meeting the needs of their mentees, and developing relationships with participants. Li et al (2010) developed a model of inquiry-based learning with e-mentoring (IBLE) using videoconference and examined the effects of this model on rural secondary students’ mathematics and science learning. Participants in this study were 3 eighth-grade math classes from a Canadian rural school: one treatment group of 26 students and two control groups comprised of 41 students.…”