Facilitating Learning in Online Undergraduate Mathematics and Statistics Courses

Autor/in	Lewitzky, Rachael A.
Titel	Facilitating Learning in Online Undergraduate Mathematics and Statistics Courses
Quelle	In: International Journal on E-Learning, 21 (2022) 2, S.163-179 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Online Courses; Statistics Education; Teaching Methods; COVID-19; Pandemics; Educational Change; Introductory Courses; Student Attitudes; Instructional Effectiveness; Instructional Design; Mathematics Instruction; Educational Resources; Undergraduate Students; Learning Processes; Technological Literacy; Pedagogical Content Knowledge; Access to Education; Learning Theories + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Einführungskurs; Schülerverhalten; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; Bildungsmittel; Learning process; Lernprozess; Technisches Wissen; Pädagogische Kompetenz; Education; Access; Bildung; Zugang; Bildungszugang; Learning theory; Lerntheorie
Abstract	COVID-19 saw a number of courses and programs in higher education transition to online platforms. While online learning environments provide novel opportunities for pedagogy and technological integration, it is essential that educators feel they are supported with teaching via a new medium. Introductory mathematics and statistics courses have also shifted to virtual learning environments. Given the nature of the content of these courses, they pose an additional layer of complexity to facilitating learning in online spaces. The aim of this article is to explore the following questions: (1) What teaching methods do students perceive as effective online pedagogies for teaching mathematics and statistics courses? (2) How does online course design impact learner efficacy in mathematics and statistics courses? The literature revealed the importance of considering instructor presence, learner efficacy, user experience, and structure when designing online learning resources. Implications for teaching math-based courses online are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01