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Treffer: When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials during the Pandemic

Title:
When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials during the Pandemic
Language:
English
Authors:
Miriam N. Wallach (ORCID 0000-0002-7656-8853), Igor' Kontorovich
Source:
International Journal of Research in Undergraduate Mathematics Education. 2024 10(3):781-801.
Availability:
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed:
Y
Page Count:
21
Publication Date:
2024
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Postsecondary Education
Higher Education
Descriptors:
COVID-19, Pandemics, Learner Controlled Instruction, Electronic Learning, Algebra, Computer Assisted Instruction, Tutorial Programs, Postsecondary Education, Technology Uses in Education, Mathematics Instruction, Discussion (Teaching Technique), Synchronous Communication, Online Courses, Learning Processes, Universities, Teaching Methods, Foreign Countries, College Freshmen, Computer Science Education, Mathematics Education, Majors (Students), Interaction
Geographic Terms:
Israel
DOI:
10.1007/s40753-024-00244-4
ISSN:
2198-9745
2198-9753
Entry Date:
2025
Accession Number:
EJ1455395
Database:
ERIC

Weitere Informationen

The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical discussions have been studied less. Most research taps into these aspects drawing on students' academic outcomes and reflective interviews. This study explores instructional practices as they unfold online, with a focus on student-instructor and student-student interactions. We zoom-in to online synchronous teaching and learning processes on a popular communication platform by analyzing Linear Algebra tutorials in the first pandemic year. Using the commognitive framework, we characterize instructional interactions with the construct of a learning-teaching agreement. The analysis resulted in three interactional patterns, where in all cases, the tutorial transformed at some point to the one dominated by the instructor.

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