Mobile computer-supported collaborative learning for mathematics: A scoping review

Bringula, Rex P.; Atienza, Francis Arlando L.

doi:10.1007/s10639-022-11395-9

Cited by 13 publications

(7 citation statements)

References 64 publications

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“…Therefore, in the literature, the term mCSCL has become established, referring to the use of mobile devices in learning that takes place with the aid of technology and is based on collaborative learning. Bringula and Atienza (2023) indicate that mCSCL in mathematics education has the potential to enhance students' cognitive capacities, social skills, and attitudes towards the course. Bringula and Atienza (2023) discuss that the most preferred subject for the use of mCSCL in mathematics education is elementary mathematics compared to other mathematics domains, such as calculus in higher education.…”

Section: Computer-supported Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

“…Bringula and Atienza (2023) indicate that mCSCL in mathematics education has the potential to enhance students' cognitive capacities, social skills, and attitudes towards the course. Bringula and Atienza (2023) discuss that the most preferred subject for the use of mCSCL in mathematics education is elementary mathematics compared to other mathematics domains, such as calculus in higher education.…”

Section: Computer-supported Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

“…In many of these studies, the impact of different digital devices is specifically examined, along with the varied organization of the calculus teaching process and student learning (Božić et al, 2019(Božić et al, , 2023Milenković et al, 2020). Additionally, certain studies have investigated the influence of collaborative learning on students' achievements in mathematics (Bringula & Atienza, 2023;Mullins et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Advancing students’ achievements in multivariable calculus education through CSCL

Milenković,

Vučićević

2024

INT ELECT J MATH ED

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The contents of calculus, known for their complexity, present significant challenges for students, particularly in mastering multiple integrals and effectively visualizing related concepts. The transition to distance learning prompted by the COVID-19 pandemic has further complicated the learning process in multiple integrals. In line with this and considering the potential of computer-supported collaborative learning (CSCL), in this research we explore the impact of teaching in a CSCL environment on student achievements, focusing on students from the computer science study program. Through data analysis using ANOVA and Bonferroni post-hoc tests, it was found that students exposed to collaborative learning in GeoGebra environment demonstrated higher levels of theoretical and practical knowledge compared to peers who acquired knowledge without using GeoGebra. Additionally, this group of students achieved results comparable to those of students who attended traditional in-person teaching, showing noticeable improvements in solving complex tasks. Our findings show the effectiveness of CSCL approach in context of distance learning and highlight potential of collaborative environments enhanced with technology in facilitating student understanding and achievements in calculus education.

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Section: Computer-supported Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

Section: Computer-supported Collaborative Learning and Computer-suppo...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Advancing students’ achievements in multivariable calculus education through CSCL

Milenković,

Vučićević

2024

INT ELECT J MATH ED

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“…Previous studies state that an appropriate collaborative digital platform can improve the flexibility, mobility, interactions, and quality of logical reasoning of learning activities that contribute to the enhancement of students' learning performance (Bringula & Atienza, 2022;Mohammadi Zenouzagh et al, 2023). Students can access various viewpoints/opinions and learning resources, which are vital for performing deep learning activities (Stockleben et al, 2017;Resta & Laferrière, 2015).…”

Section: Introductionmentioning

confidence: 99%

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

Lin¹,

Wang²

2023

Educ Inf Technol

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Understandability and completeness are essential in modern collaborative digital platforms and their learning systems. These platforms have shaken up the traditional education setting, particularly in leveraging the coauthoring approach in problem-solving and streamlining the learning behavior of cowriting or corevising. Such a learning context has attracted considerable interest from various stakeholders; however, it needs to be explored further as an independent topic. Based on social capital and social identity theories, we explore how online collaborative problem-based learning (PBL) effectiveness, relational quality, and social identity influence students’ perceived PBL performance during learning activities. Based on the core elements of online coauthoring processes (i.e., platform, cocreation, and problem-solving), this study employs a holistic view of the coauthor to discuss the effects of understandability and completeness. This study also highlights the mediating impact of trust on students’ social identity. Based on the responses of 240 students, the results support the proposed hypotheses using partial least squares analysis. The study’s implications suggest guidelines to educators on how to enhance students’ perceived PBL performance by using wiki technologies.

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“…La investigación bibliográfica revela que las plataformas educativas( Machado da Silva et al, 2016;Stoyle & Morris, 2017;Benavides-Varela et al, 2020;Chávez, 2020;Lyons, 2020;Mancinas González & Montijo Mendoza, 2021;Bringula & Atienza, 2023;Sánchez et al, 2023) han ganado terreno como herramientas auxiliares en el proceso de enseñanza y aprendizaje de las fracciones. Este aumento en su implementación se debe a sus características particulares, especialmente su capacidad para facilitar la interacción asincrónica entre docentes y estudiantes.…”

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Software educativo como herramienta de aprendizaje de fracciones en estudiantes de básica media: Análisis documental

Tomalá Ricardo,

González Reyes

2024

LATAM

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El estudio "Software Educativo como Herramienta de Aprendizaje de Fracciones en Estudiantes de Básica Media: Análisis Documental" investiga los beneficios de los programas informáticos en la instrucción de fracciones para estudiantes de educación básica media. A través de un análisis exhaustivo de documentos, se examinaron diversas investigaciones y artículos relevantes sobre el uso de software educativo en este contexto, recopilando información de diversas bases de datos mediante el protocolo PRISMA. Los hallazgos destacan que diferentes tipos de software educativo pueden ser valiosos para mejorar la comprensión y el desempeño estudiantil en este campo. Se identificaron características específicas en las distintas categorías de software que se asocian con un impacto positivo en el aprendizaje de fracciones, como la interactividad, la retroalimentación inmediata y la adaptabilidad al nivel de habilidad del estudiante. Además, se discuten los desafíos que conlleva la integración efectiva de este tipo de herramientas en el currículo escolar. Este análisis documental proporciona información significativa para educadores, diseñadores de software y responsables de políticas educativas interesados en mejorar la enseñanza de las fracciones en estudiantes de básica media a través de la tecnología educativa.

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Mobile computer-supported collaborative learning for mathematics: A scoping review

Cited by 13 publications

References 64 publications

Advancing students’ achievements in multivariable calculus education through CSCL

Advancing students’ achievements in multivariable calculus education through CSCL

Enhancing students’ online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies

Software educativo como herramienta de aprendizaje de fracciones en estudiantes de básica media: Análisis documental

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