Developing pedagogies for a synchronous online course on teaching pre-university mathematics

Abstract

Online education is widely heralded as cost-effective and convenient, but there is a recognised need to research appropriate pedagogies for synchronous online (SOL) teaching. Prior research suggests that course design, including formative assessment, is critical in achieving accessible and flexible learning episodes. We harness a well-tested theoretical framework to analyse the development of pedagogies for synchronous online mathematics teacher education in a course designed to induct early career teachers into pre-university teaching. The lenses of 'teaching-', 'social-', 'learner-', and 'cognitivepresence' reveal opportunities for improving provision. We show participants' learning of mathematics content knowledge can then appear comparable to that achieved face-to-face, but it is more challenging to design for the growth of mathematics pedagogical knowledge in a synchronous online environment. Many digital tools work well in this medium, but the use of physical tools requires significant development before teacher engagement compares with that achieved face-to-face. However, some approaches developed to address challenges within a synchronous online course appear to have benefits also for face-to-face learning.

Trends of the Implementation of Hybrid Teaching and Learning in Mathematics Education: A Systematic Literature Review

“…Wang, 2021;Wu et al, 2021), followed by 12 articles published in 2022 (Brunetto et al, 2022;Cavanaugh et al, 2022;DeCoito & Estaiteyeh, 2022;Durandt et al, 2022;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Giberti et al, 2022;Kier & Johnson, 2022;Kurianski et al, 2022;Rocha et al, 2022;Segerby, 2022;P. Wang, 2022), 5 articles in 2020 (Bakar, Mohamad & Ismail, 2020;Jeong et al, 2020;Panisoara et al, 2020;Singh-Pillay & Naidoo, 2020;Van Nuland et al, 2020), 4 articles in 2018 (Chen & Huang, 2018;Golding & Bretscher, 2018;Lambert & Alony, 2018;Muirhead et al, 2018) and finally 2 articles have been published in 2019 (Musabirov et al, 2019;Trenholm et al, 2019). The year with the highest number of published articles was 2021.…”

“…In general, research approaches can be divided into two, namely quantitative and qualitative. Based on Figure 3 shows the research approach that can be analyzed from 41 articles in this study where the highest is using a qualitative research approach of 19 articles (Ashraf et al, 2021;Bakar et al, 2020;Batra et al, 2021;Bouck & Long, 2021;Brunetto et al, 2022;Church et al, 2021;Ní Fhloinn & Fitzmaurice, 2022;Gehrtz et al, 2022;Golding & Bretscher, 2018;Goulart et al, 2021;Kier & Johnson, 2022;Kurianski et al, 2022;Lambert & Alony, 2018;Muirhead et al, 2018;Pourdavood & Song, 2021;Singh-Pillay & Naidoo, 2020;Trenholm et al, 2019;Nuland et al, 2020;Wang et al, 2020), 16 articles use a quantitative research approach (Aristika et al, 2021;Cao et al, 2021;Cavanaugh et al, 2022;Chen & Huang, 2018;Durandt et al, 2022;Fujita et al, 2021;Giberti et al, 2022;Jeong et al, 2020;Musabirov et al, 2019;Nair & Nair, 2021;Panisoara et al, 2020;Pavlysh et al, 2021;Pócsová et al, 2021;Rasheed et al, 2021;P. Wang, 2022;Wu et al, 2021) and 6 articles using a mixed method research approach (DeCoito & Estaiteyeh, 2022;…”

Everybody Online: Instructors’ Self-Efficacy and Training Needs During the Transition to (A)synchronous Online Teaching

“…Creating suitable learning material and designing the online learning environment [12] Communicational Facilitating and encouraging communication through the different communication channels available [20], [21] Cultural Understanding and dealing with differences in students' cultural backgrounds [22] Because instructors come across diverse challenges when moving to online teaching, these roles are often reflected in the training needs that instructors experience. Recently, research showed that there is a growing need for specific training to strengthen these roles.…”

Öğretmenlerin Çevrim içi Eğitime İlişkin Hizmet İçi Eğitim Gereksinimlerinin Belirlenmesi

“…Geleneksel eğitime karşı bir reform niteliği taşıyan çoklu medya ve ağ teknolojilerinin gelişmesi ile birlikte (Foronda, 2018) çevrim içi eş zamanlı öğretimin gerçekleştirilmesi amacıyla yeni durumlara uyum sağlama ihtiyacı ortaya çıkmıştır (Golding ve Bretscher, 2018). Salgın nedeni ile öğrenme ortamlarındaki fiziksel temasın en aza indirilmesi ihtiyacının doğması, en uygun öğretimin çevrim içi ortamda gerçekleştirilebileceği görüşünü ortaya çıkarmıştır (Choi, Song ve Zaman, 2020).…”