Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Edwin, Akugizibwe; Ahn, Jeong Yong

doi:10.1007/s10639-019-09995-z

Cited by 26 publications

(21 citation statements)

References 13 publications

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“…When the number-counting habits are approved by the conscious mind, they are stored in the subconscious mind (Murphy 2008) so that individuals are able to count even if they are not concentrating on the counting. All mathematics sections need an understanding of number counting and other parts of algebra as their first requirement/prerequisite before they are learnt (Akugizibwe and Ahn 2019;Bansilal 2015). Decolonisation of mathematics content should therefore start with algebra, in order to produce a platform for other sections with their aims.…”

Section: Conclusion and Education Implicationsmentioning

confidence: 99%

Decolonising technological pedagogical content knowledge of first year mathematics students

Khoza

Biyela

2019

Educ Inf Technol

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Decolonising students' knowledge of technology, pedagogy, and mathematics content is important because it helps students understand their learning needs. Decolonisation is a process of critiquing and renewing the curriculum. Learning needs are circumstances that demand individuals' actions in order to address professional, personal, and/or social needs. The purpose of this article is to explore and decolonise students' knowledge of technology, pedagogy, and content in the learning of first year Bachelor of Education mathematics. Ten students learned a mathematics module at a South African university and were purposively selected to participate in this study. Semi-structured interviews, observation, and reflective activities/questionnaires, framed by critical action research, were used for data generation. The students' knowledge revealed that the technological pedagogical content knowledge (TPACK) was useful when used as the learning framework, which generated curriculum concepts for the module to support the student knowledge of technology, pedagogy, and content. The concepts were learning needs, content, goals, activities, time, environment, community, assessment, and GeoGebra resources. GeoGebra was the main learning resource that helped the students to integrate other resources into the module. The study concluded that, although the technological and content knowledge dominated the learning in other cases of the module, the pedagogical knowledge which was a result of their self-reflection to understand their identities, drove the module all the time. This study, consequently, recommends that students should use their knowledge of technology, pedagogy, and content as taxonomies of learning, in order to address mathematics, individual, and societal needs through the integration of technology.

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Section: Conclusion and Education Implicationsmentioning

confidence: 99%

Decolonising technological pedagogical content knowledge of first year mathematics students

Khoza

Biyela

2019

Educ Inf Technol

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“…This positive effect of e-education on the overall performance is in line with Diab & Elgahsh's findings who reported that e-education has led to the enhancement of the overall students' performance during the Covid-19 pandemic (Diab & Elgahsh, 2020). Even before the pandemic, several studies have reported better performance using e-education methods compared to conventional methods (Akugizibwe & Ahn, 2020;Dodiya et al, 2019;Lumadi, 2013). However, a large meta-analysis study in 2019 found the effect of the flipped classroom to be moderate on students' performance and recommended further research to explore it (Strelan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

2020

JEP

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This study aims to examine the role of e-education in preserving educational outcomes during the Covid-19 pandemic and to explore factors that were associated with these outcomes. A descriptive cross-sectional study was conducted between August and September 2020. A sample of Saudi Electronic University (SEU) students was asked to participate in this study. The study questionnaire is composed of seven main domains; demographics domain, attitudes towards e-education, others influence on e-education perception, contents of education and participation in the online discussion, challenges of e-education, effects of e-education, and finally a comparison between e-education and traditional education. One hundred and thirty eight students participated in this survey. The students reported that e-education is appropriate and they indicated positive views towards using e-education tools in their daily study. The majority of study participants reported low participation in an online discussion. In addition, the participants reported limited ability to overcome e-education challenges. The participants stated that e-education improves their overall performance. The majority of the students reported that e-education is superior to the traditional educational methods and half of the participants reported that they would recommend e-education to others. Based on study results, it is recommended to find motivation and monitoring tools to encourage the students to participate more in the online discussion, which could eventually enhance the achievement of students enrolled in the e-education. In addition, more support is needed to eliminate challenges associated with the Covid-19 pandemic and maintain students' positive view towards the e-education process.

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“…Due to the inception of the internet over a few decades back, the overall influence of internet technology on developing countries' economies has yet to be defined, and no more experience has been gained [13]. Level of Experience in the internet and computers in developing countries different from developed countries [13], [14], [117], [118], [109], [119], [120], [121], [110].…”

Section: Experience In the Internet And Computermentioning

confidence: 99%

Learning Management System Usage among Undergraduates in a Developing Context: An Extension to the Technology Acceptance Model

Jayarathna

Perera

2021

AJESS

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Why are students in developing countries reluctant to effectively and efficiently participate in Learning Management Systems (LMSs)? Many researchers have conducted focusing on validating existing theories in developing contexts. This article aims to extend the knowledge about the Technology Acceptance Model (TAM) by incorporating external variables - subjective norms, experience in the internet and computer, self-efficacy, technical support, and anxiety - which will lead to an efficient and effective LMS usage in developing contexts.

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Perspectives for effective integration of e-learning tools in university mathematics instruction for developing countries

Cited by 26 publications

References 13 publications

Decolonising technological pedagogical content knowledge of first year mathematics students

Decolonising technological pedagogical content knowledge of first year mathematics students

The Role of E-Education in Preserving Educational Outcomes During Covid-19 Pandemic

Learning Management System Usage among Undergraduates in a Developing Context: An Extension to the Technology Acceptance Model

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