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University students’ engagement with an asynchronous online course on digital technologies for mathematical learning

Geraniou, E; Crisan, C; (2019) University students’ engagement with an asynchronous online course on digital technologies for mathematical learning. In: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. (pp. pp. 2828-2835). European Society for Research in Mathematics Education

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Abstract

Promoting students’ active and meaningful engagement in online learning environments, and especially in asynchronous courses where students are not interacting with the lecturer or their peers in real time, can be challenging. This paper presents the initial results from an exploratory study on how the tutors’ design considerations of a ten-week online asynchronous master’s course, together with their online pedagogic strategies have impacted on students’ learning experiences and their engagement with its resources, such as content, peers and tutors. The data we focus on consists of students’ online contributions and one-to-one interviews. Our research aims to gain an insight into students’ views on how their engagement impacted on their online learning for this course, leading thus to identifying opportunities and barriers to take into account when designing for active learning in an online course.

Type: Proceedings paper
Title: University students’ engagement with an asynchronous online course on digital technologies for mathematical learning
Event: The Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)
Location: Utrecht, The Netherlands
Dates: 06 February 2019 - 10 February 2019
Publisher version: http://www.mathematik.uni-dortmund.de/~prediger/ER...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Online learning, asynchronous communication, student engagement, digital technologies, mathematical learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10064758
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