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Sven Trenholm, Lara Alcock, and Carol Robinson

As part of a dramatic recent shift in tertiary education, many undergraduate students now learn mathematics via fully online courses. At present, the mathematics education research community knows very little about this shift, and in this report, we consider implications of an investigation into the instructor experience of fully online undergraduate mathematics courses. To compare instructor experiences of fully online and face-to-face teaching, we explored assessment schemes, feedback processes, and approaches to teaching using a survey and semistructured interviews. The main emergent theme was instructor concern about the loss of short-cycle face-to-face human interaction. We argue that this concern is serious but should be seen as an opportunity for education researchers to leverage knowledge about effective mathematics teaching to simultaneously alleviate instructors' difficulties and promote and study pedagogical development.

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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

to online instruction because of the COVID-19 pandemic. Technology and access to it informed the means by which students might demonstrate their knowledge and skills. Finally, as part of the action and expression principle, we reflected on viable

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Tiara Hicks and Jonathan D. Bostic

basis of preferences and pedagogy of a teacher, local classroom contexts, as well as the content area. Tiara (Tia) Hicks (first author) is a middle-grades teacher who continues to use WCTAs and even did so during online instruction during the 2020

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Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer,, and James Hiebert

, we recognize that many students and teachers have had to rapidly adapt to online instruction this year because of the closure of school and university buildings in response to the COVID-19 pandemic. This has posed many challenges, both technological

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Audrey Callahan

Coronavirus pandemic would hit the world in 2020, but when it did, I was better equipped to make the transition to online instruction. Even though the change to online teaching during the pandemic was not necessarily one I had planned on or wanted, I was

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Amanda T. Sugimoto and Heidi Meister

permission of the publisher, © 2012 by tpack.org . When selecting a three-act task, teachers draw on their content knowledge (CK) to identify their mathematical goal. On the basis of their mathematical goal for online instruction, teachers then draw

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instructional videos can replace classroom instruction. Online instructional videos must be judiciously adopted and used to support, not replace, effective instruction. Overcoming the obstacles Physical and virtual manipulatives, as well as