Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards

Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards

• Ng, Oi Lam The Chinese University of Hong Kong
• Ting, Fridolin The Hong Kong Polytechnic University
• Lam, Wai Hung The Hong Kong Polytechnic University
• Liu, Minnie Simon Fraser University

Asia-Pacific Education Researcher, 29(3), 285-294, 2020

Springer

2020

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Active Learning Mathematics Problem-based Learning Peer Assessment Interactive Online Whiteboards

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

It has been well documented that active learning (AL) improves student learning outcomes in education. This quasi-experimental study explores the effect of active learning on students' knowledge of calculus concepts, in the form of the Calculus Concept Inventory (CCI), regular assignment scores, and test scores, during an 8-week calculus tutorial program. The active pedagogies used were cooperative problem-based learning and peer assessment, implemented using an interactive online whiteboard (IOWB) called RealtimeBoard. This study reveals statistically significant evidence that active learning increases students' conceptual understanding and graded assignment performance in a first-year calculus class in Hong Kong. Furthermore, this study contributes towards a better understanding of how active learning can be implemented effectively in Asian tertiary mathematics education. Copyright © Springer.

• English

Journal Articles

• 01195646

• 10.1007/s40299-019-00481-1

https://bibliography.lib.eduhk.hk/en/bibs/3b4b7a7b

2021-02-16