Blended Learning and Student-Centered Active Learning Environment: A Case Study with STEM Undergraduate Students

Autor/in	Capone, Roberto
Titel	Blended Learning and Student-Centered Active Learning Environment: A Case Study with STEM Undergraduate Students
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 22 (2022) 1, S.210-236 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capone, Roberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-022-00195-5
Schlagwörter	Blended Learning; Student Centered Learning; Active Learning; Educational Environment; College Mathematics; Undergraduate Students; Teaching Methods; Mathematics Instruction; Outcomes of Education + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Aktives Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg
Abstract	This paper describes an embedded case study of "blended" teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational contexts. We aim at improving the task design of a mathematics lesson with an impact on students' performance in mathematics. Quantitative results show considerable benefits in the evolution of the use and coordination of several systems of semiotic representation. As a result, a better predisposition to the study of the subject seems to appear; moreover, the satisfaction test shows the achievement of alternative teaching methodologies for most of the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01