APPLYING TECHNOLOGY TO ONLINE MATHEMATICS EDUCATION IN THE DIGITAL ERA
DOI:
https://doi.org/10.18173/2354-1075.2024-0145Keywords:
online learning, educational technology, personalized learning, student engagement, adaptive instructionAbstract
In the context of technological and educational advancement, the integration of technology and online platforms has yielded significant impacts on online pedagogical methodologies. This report presents the application of the online teaching software Classin, which has elicited positive and innovative changes in Mathlish’s online math classes. By harnessing Classin's interactive features, Mathlish educators created an engaging and student-centered learning environment. The report emphasizes the integration of features and inspiration from televised educational programs into Mathlish's online math classes, aiming to provide captivating learning experiences for students. Furthermore, the report examines how Classin's real-time feedback mechanisms enhance personalized learning and global connectivity. Ultimately, the harmonious integration of Classin's features into the instructional process within Mathlish's online math classes underscores the essential role of technology in the online education model, thereby equipping learners with vital skills in the digital age.
Downloads
References
[1] Wu HK, Lee SWY, Chang HY & Liang JC, (2013). Current status, opportunities, and challenges of augmented reality in education. Computers & Education, 62, 41-49.
[2] Castro E & Breda A, 2022. 3D Virtual Worlds to Enhance STEM Learning: A Systematic Literature Review. Educational Technology Research and Development, 70(2), 791-825.
[3] Nguyen LH, Ta DV & Mong PT. (2022). Utilising Educational Technologies to Enhance Personalised Learning: A Review of Practices in Vietnam. International Journal of Emerging Technologies in Learning, 17(3), 125-142.
[4] Patterson ZR, Adelson JL & Weiss PL, (2021). Perspectives on digital manipulatives for mathematics education. Technology, Knowledge and Learning, 26(1), 1-15.
[5] Reimer K & Moyer PS. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching, 24(1), 5-25.
[6] Le NT, Nguyen TV & Nkhoma MZ, (2021). Adaptive learning technologies: A systematic review and synthesis. Education and Information Technologies, 26(6), 7495-7534.
[7] Johnsen KA, Madsen A & Cotten SR, (2017). Dual screen learning: Preschool children's touch interactions and learning behaviors using interactive eBooks and an additional touchscreen. Computers in Human Behavior, 75, 235-242.
[8] Miller DJ & Glover D, (2010). Interactive whiteboards: A literature review. In “Interactive whiteboards for education: Theory, research and practice”. p. 5-17, IGI Global.
[9] Le MT & Vu TT, (2021). Exploring Student and Instructor Perspectives on Real-Time Feedback in Online Mathematics Courses. Australasian Journal of Educational Technology, 37(4),.86-102.
[10] Nguyen T, Tran L & Hoang T, (2019). Applying Classin to teach algebra online: A case study in Vietnam. Turkish Online Journal of Educational Technology, 18(3), 129-135.
[11] Le MT, Ta TV, Mong PT, (2021). Fostering collaboration with technology: Interactive whiteboards in Vietnamese classrooms. Australasian Journal of Educational Technology, 37(5), 143-159.
[12] Smith H, Higgins S, Wall K & Miller J, (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.
[13] Mochalova I, & Fedoseeva I, (2021). Virtual manipulatives in online mathematics instruction: A systematic literature review, Education Sciences, 11(10), 567.
[14] Hadijah, H., Isnarto, I., & Walid, W. (2022). The effect of immediate feedback on mathematics learning achievement. Jurnal Pijar Mipa, 17(6), 712-716. https://doi.org/10.29303/jpm.v17i6.4172.
[15] Nguyen TT & Le HT, (2021). Effects of Real-Time Feedback on Students' Math Achievement and Retention. Vietnamese Journal of Educational Sciences, 19(2), 45-62.
[16] Smith AC, (2022). Interactive whiteboards. In R. Kimmons & S. Caskurlu (Eds.), “The Students' Guide to Learning Design and Research”. EdTech Books.
[17] Miller KJ & Borowczak MA, (2021). Collaborative digital annotation in virtual learning environments. Australasian Journal of Educational Technology, 37(6), 122-138.
[18] Paterson KG, Thompson RJ, Jr & Boat MS, (2019). Build on what we know: Collaborative learning in the zone of proximal development. Mentoring & Tutoring: Partnership in Learning, 27(2), 158-178.
[19] Rourke L & Anderson T, (2020). Validating psychometric instruments for asynchronous text-based online environments. Australasian Journal of Educational Technology, 36(4), 75-91.
[20] Siemens G & Long P, (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5), 30-32.
[21] Kim D, Park Y, Yoon M & Jo I H, (2018). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. The Internet and Higher Education, 41, 70-82.
[22] Pham HT, (2022). Measuring the Impact of Personalized Learning Approaches in Vietnamese Classrooms. Vietnamese Journal of Educational Research, 8(2), 34-49.
[23] Le H & Pham T, (2022). Student Perceptions of Gamified Learning in Vietnam. International Journal of Education and Practice, 10(1), 15-25.
[24] Ward, D. (2022). The effects of motivationally enhanced digital game-based learning on undergraduate students' learning motivation, mathematics achievement, and learning retention in college algebra. Doctoral dissertation, University of South Florida. USF Digital Commons. https://digitalcommons.usf.edu/etd/9827.
[25] Rosen D & Salibury M, 2021. 3D Visualizations in the Mathematics Classroom: A Tool for Deepening Understanding. Contemporary Issues in Technology and Teacher Education. 21(2), 312-336.
[26] Pham HT, (2020). Gamifying Mathematics Instruction in Vietnam. Journal of Educational Technology Systems, 49(2), 195-212.
[27] Vu LT & Tran HN, (2020). Utilizing detailed real-time feedback for crafting targeted interventions. Vietnamese Educational Technology Journal, 15(3), 82-97.
