When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials during the Pandemic
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| Title: | When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials during the Pandemic |
|---|---|
| Language: | English |
| Authors: | Miriam N. Wallach (ORCID |
| Source: | International Journal of Research in Undergraduate Mathematics Education. 2024 10(3):781-801. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | COVID-19, Pandemics, Learner Controlled Instruction, Electronic Learning, Algebra, Computer Assisted Instruction, Tutorial Programs, Postsecondary Education, Technology Uses in Education, Mathematics Instruction, Discussion (Teaching Technique), Synchronous Communication, Online Courses, Learning Processes, Universities, Teaching Methods, Foreign Countries, College Freshmen, Computer Science Education, Mathematics Education, Majors (Students), Interaction |
| Geographic Terms: | Israel |
| DOI: | 10.1007/s40753-024-00244-4 |
| ISSN: | 2198-9745 2198-9753 |
| Abstract: | The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical discussions have been studied less. Most research taps into these aspects drawing on students' academic outcomes and reflective interviews. This study explores instructional practices as they unfold online, with a focus on student-instructor and student-student interactions. We zoom-in to online synchronous teaching and learning processes on a popular communication platform by analyzing Linear Algebra tutorials in the first pandemic year. Using the commognitive framework, we characterize instructional interactions with the construct of a learning-teaching agreement. The analysis resulted in three interactional patterns, where in all cases, the tutorial transformed at some point to the one dominated by the instructor. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455395 |
| Database: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical discussions have been studied less. Most research taps into these aspects drawing on students' academic outcomes and reflective interviews. This study explores instructional practices as they unfold online, with a focus on student-instructor and student-student interactions. We zoom-in to online synchronous teaching and learning processes on a popular communication platform by analyzing Linear Algebra tutorials in the first pandemic year. Using the commognitive framework, we characterize instructional interactions with the construct of a learning-teaching agreement. The analysis resulted in three interactional patterns, where in all cases, the tutorial transformed at some point to the one dominated by the instructor. |
|---|---|
| ISSN: | 2198-9745 2198-9753 |
| DOI: | 10.1007/s40753-024-00244-4 |