Learner-Content, Learner-Instructor, and Learner-Learner Interaction in a Web-Enhanced, Internet Videoconference AP Calculus Course

Autor/in	Einfeld, Dana Hobbs
Titel	Learner-Content, Learner-Instructor, and Learner-Learner Interaction in a Web-Enhanced, Internet Videoconference AP Calculus Course
Quelle	(2014), (295 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-8776-5
Schlagwörter	Hochschulschrift; Dissertation; Internet; Mathematics Education; Mathematics Instruction; Calculus; Learner Engagement; Teacher Student Relationship; Advanced Placement Programs; Technology Uses in Education; High School Students; Action Research; Mixed Methods Research; Constructivism (Learning); Secondary School Mathematics; Web Based Instruction; Observation; Interviews; Field Studies; Notetaking; Technology Integration; Educational Technology; Questionnaires; Electronic Learning; Online Courses; Videoconferencing + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Projektforschung; Web Based Training; Beobachtung; Interviewing; Interviewtechnik; Praxisforschung; Unterrichtsmedien; Fragebogen; Online course; Online-Kurs
Abstract	The purpose of this action research was to investigate how the use of technology promotes interaction to foster high school students' mathematical understanding. This mixed method study is guided by social-constructivist theory (Vygotsky, 1978) and framed within Moore's (1989) model of learner-content, learner-instructor, and learner-learner interaction. The participants in this study included 11 high school mathematics students enrolled in a Web-enhanced Advanced Placement Calculus course. Analysis of coded observational data, field notes, and interviews with participants provided insights about technology facilitated interaction and mathematical understanding. Participants completed a 36 item course evaluation and an 89 item interaction questionnaire. The emerging themes were supported with quantitative data derived from participant responses. The qualitative and quantitative results of this study revealed that: a) Online threaded discussions served as an extension of the face-to-face classroom; b) learner interaction with content, the instructor, and other learners was sustained at high levels throughout the course; c) online interactions enhanced interaction in face-to-face settings; d) students perceived the AP Calculus course as an active learning environment; e) online activities impelled learners to interact, more than they would in a traditional course, with the instructor and other learners; f) technology facilitated collaborative activities encouraged learners to interact with content at deeper levels; g) structured learner-learner interaction was a transformational experience for some learners; h) the online course and included collaborative activities supported learners' mathematical understanding. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01