The Influence of Epistemological Beliefs on Learners' Perceptions of Online Learning: Perspectives on Three Levels

Rogoza, Christina

doi:10.1007/978-1-4020-8299-3_5

Cited by 1 publication

(2 citation statements)

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“…Teaching in an online environment cannot fully flourish until pedagogic needs drive the development of teaching software. Rogoza (2008) and Koehler et al (2013) highlight that educational needs should be at the core of the development stage of software for online synchronous tuition. It is more difficult to adapt software designed for business needs.…”

Section: Further Researchmentioning

confidence: 99%

“…Biggs and Tang (2007) include the online environment in their many recommendations for incorporating active learning to encourage deeper learning. Rogoza (2008) and Robinson et al (2015) also argue that active learning is more relevant than ever online. Some early pilot studies reported positively on introducing synchronous online tuition to various educational settings (McBrien et al, 2009;Ng, 2007;Pan & Sullivan, 2005;Saw et al, 2008;Wang & Hsu, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Encouraging student participation in mathematical activities in synchronous online tuition

Rogers

Thomas

Holmes

2021

Open Learning: The Journal of Open, Distance and e-Learning

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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.

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Section: Further Researchmentioning

confidence: 99%