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| Autor/inn/en | Mlotshwa, Nicholas; Tunjera, Nyarai; Chigona, Agnes |
|---|---|
| Titel | Integration of MOODLE into the Classroom for Better Conceptual Understanding of Functions in Mathematics |
| Quelle | In: South African Journal of Education, 40 (2020) 3, Artikel 1570 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Mlotshwa, Nicholas) ORCID (Tunjera, Nyarai) ORCID (Chigona, Agnes) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-0100 |
| Schlagwörter | Online Courses; Mathematical Concepts; Fundamental Concepts; Foreign Countries; Integrated Learning Systems; Electronic Learning; Grade 10; High School Students; Conventional Instruction; Mathematics Instruction; Constructivism (Learning); Computer Mediated Communication; South Africa |
| Abstract | Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), an LMS for improving teaching and learning. The objective of the research reported on here was to determine whether Moodle improved Grade 10 learners' conceptual understanding of the topic, functions, in mathematics. The research investigated two classes; one dependent upon a traditional chalk-and-talk teaching method (control), and another exposed to Moodle (experimental). It was found that learners constructed their own knowledge by drawing on resources embedded in Moodle and framed within a Social Constructivist theory. A hybrid e-learning framework was deployed; learners acquired knowledge by interacting with computers. Interaction was monitored and results were recorded using online surveys and tests. A quasi-experimental design was employed to compare the groups. The comparisons were statistically analysed. Results showed that the functionalities within the Moodle LMS were instrumental in improving conceptual understanding of mathematical functions. (As Provided). |
| Anmerkungen | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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