Öğretim Üyelerinin Çevrimiçi Matematik Öğretimine Bakışları: Çevrimiçi Öğrenme Deneyimi Bakış Açısını Değiştiriyor Mu?
Öz
Bilgi ve iletişim teknolojilerinde yaşanan hızlı değişim, yalnızca açık ve uzaktan eğitim veren yükseköğretim kurumlarının sayılarının artmasına neden olmakla kalmamış, geleneksel yüz yüze eğitim veren yükseköğretim kurumlarının da çevrimiçi uzaktan eğitim programları açmalarına neden olmuştur. Bu çalışma, matematik ve matematik eğitimi alanında görev yapan öğretim üyelerinin çevrimiçi matematik öğretimi konusuna bakışlarını nitel bir yaklaşımla ele almayı amaçlamaktadır. Çalışma, 2013-2014 bahar döneminde, farklı çevrimiçi öğrenme deneyimlerine sahip olan sekiz öğretim üyesinin katılımıyla gerçekleştirilmiştir. Katılımcıların her biriyle, bireysel, yarı yapılandırılmış görüşmeler yapılmıştır. Veri analizi temaların görüşme sorularına eklenmesiyle başlamış, veri toplama sürecinde temalar yeniden yapılandırılmıştır. Temalar çalışmanın genel çerçevesini ortaya koymuş, katılımcıların çevrimiçi matematik öğretimine ilişkin görüşleri arasındaki benzerlik ve farklılıkların belirlenmesi amacıyla kodlar belirlenmiştir. Veri analizi, matematikçiler için çevrimiçi matematik öğretimine dair en önemli kaygının bir disiplin olarak matematiğin doğası olduğunu, matematik eğitimcileri için ise matematik öğretimi yönteminin doğası olduğunu göstermiştir. Her iki grup da, yüz yüze sınıf ortamı ile çevrimiçi teknolojilerin birbirlerini tamamlayıcı olarak kullanıldığı karma bir yaklaşımın matematik öğretimi için daha etkin olacağı konusunda hemfikirdir. Daha önceden çevrimiçi öğrenme deneyimine sahip katılımcıların matematik öğretiminde çevrimiçi teknolojilerin kullanımına ilişkin daha olumlu bir bakışa sahip oldukları görülmüştür.
Anahtar Kelimeler
Çevrimiçi öğrenme çevrimiçi matematik öğretimi matematik eğitimcileri mesleki gelişim
Kaynakça
- Adnan, M. (2012). So they think they are ready for distance learning..? Faculty members’ attitude towards and their potential contribution to distance learning initiatives: Muğla Sıtkı Koçman University case. Proceedings of 4th International Future-Learning Conference on Innovations in Learning for the Future 2012: e-learning (pp. 405-438). İstanbul, Turkey: İstanbul University.
- Ally M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.) Theory and practice of online learning (pp. 3-33). Athabasca: Athabasca UP.
- Berg B. L. (2004). Qualitative research methods for the social sciences (5th ed.). White Plain, NY: Pearson.
- Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Huang, B. (2004). How does distance education compare to classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 74, 379–439. doi:10.3102/0034654307400337910.3102/00346543074003379
- Bogdan, R.C., & Biklen S.K. (1982). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
- Bremer, C. (2010). Fit for e-learning? Trainings for e-learning competencies. EDULEARN10 Proceedings (pp.5738-5747). Barcelona, Spain: International Association of Technology, Education and Development (IATED).
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London and New York: Routledge Falmer.
- Deshmukh, M., & Deshmukh, V. (2013). A constructivist model of teacher training for e- learning in knowledge based connected society: I-CONSENT Initiative. LINC 2013 Conference Proceedings. Retrieved from http://linc.mit.edu/linc2013/proceedings/Session10/Session10Deshmukh.pdf
- Juan, A.A., Huertas, M.A., Trenholm, S., & Steegmann, C. (2011). Teaching mathematics online: Emergent technologies and methodologies. Hersey, PA: IGI Global.
- Kelz, A. (2011). Bridging the gap-from teacher to eTeacher. Proceedings of the European Conference on e-Learning (p. 364). Brighton, UK: Academic Publishing Limited.
- Lin, C., Singer, R., & Ha, L. (2010). Why university members use and resist technology? A structure enactment perspective. Journal of Computing in Higher Education, 22(1), 38-59.
- Maschietto, M., & Trouche, L. (2010). Mathematics learning and tools from theoretical, historical and practical points of view: The productive notion of mathematics laboratories. ZDM Mathematics Education, 42, 33-47.
- Merriam S.B. (2001). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved from
- http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
- Sitckler, U., & Hampel, R. (2007). Designing Online Tutor Training for Language Courses: A Case Study. Open Learning, 22(1), 75-85.
- Trenholm, S. (2013). Adaptation of tertiary mathematics instruction to the virtual medium: approaches to assessment practice (Unpublished doctoral dissertation). Loughborough University, UK.
- Vaill, A.L., & Testori, P.A. (2012). Orientation, mentoring and ongoing support: A three- tiered approach to online faculty development. Journal of Asynchronous Learning Networks, 16(2), 111-119.
- Webb, M.E. (2005). Affordances of ICT in science learning: Implications for an integrated pedagogy. International Journal of Science Education, 27(6), 705-735.
Faculty Members’ Perspectives on Teaching Mathematics Online: Does Prior Online Learning Experience Count?
Öz
Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many
traditional universities to open fully online degree programmes. The aim of this study is a qualitative review of the perspectives of faculty members teaching mathematics about teaching mathematics online. The study was conducted during the 2013-2014 spring semester, with the participation of eight faculty members from different online learning backgrounds, with individual semi-structured interviews conducted with each participant. The data analysis procedure started with the themes embedded into interview questions, and then re-constructed during the data gathering process. The themes set forth the general framework for the study, and then the codes were specified to identify differences and similarities between and among the participants with respect to teaching mathematics online. Data analysis showed that the most important concern for mathematicians in teaching mathematics online was the nature of mathematics as a discipline, while for mathematics educators it was the nature of the methodology in teaching mathematics. Both groups agreed on the efficiency of a blended approach for teaching mathematics, where the face-to-face classroom environment and online technologies were used complementarily. Participants with prior online learning experience were considered to have more a positive perspective about using online technologies for teaching mathematics.
Anahtar Kelimeler
Online education online mathematics education mathematics educators professional development
Kaynakça
- Adnan, M. (2012). So they think they are ready for distance learning..? Faculty members’ attitude towards and their potential contribution to distance learning initiatives: Muğla Sıtkı Koçman University case. Proceedings of 4th International Future-Learning Conference on Innovations in Learning for the Future 2012: e-learning (pp. 405-438). İstanbul, Turkey: İstanbul University.
- Ally M. (2004). Foundations of educational theory for online learning. In T. Anderson & F. Elloumi (Eds.) Theory and practice of online learning (pp. 3-33). Athabasca: Athabasca UP.
- Berg B. L. (2004). Qualitative research methods for the social sciences (5th ed.). White Plain, NY: Pearson.
- Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … Huang, B. (2004). How does distance education compare to classroom instruction? A meta- analysis of the empirical literature. Review of Educational Research, 74, 379–439. doi:10.3102/0034654307400337910.3102/00346543074003379
- Bogdan, R.C., & Biklen S.K. (1982). Qualitative research for education: An introduction to theory and methods. Boston, MA: Allyn and Bacon.
- Bremer, C. (2010). Fit for e-learning? Trainings for e-learning competencies. EDULEARN10 Proceedings (pp.5738-5747). Barcelona, Spain: International Association of Technology, Education and Development (IATED).
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London and New York: Routledge Falmer.
- Deshmukh, M., & Deshmukh, V. (2013). A constructivist model of teacher training for e- learning in knowledge based connected society: I-CONSENT Initiative. LINC 2013 Conference Proceedings. Retrieved from http://linc.mit.edu/linc2013/proceedings/Session10/Session10Deshmukh.pdf
- Juan, A.A., Huertas, M.A., Trenholm, S., & Steegmann, C. (2011). Teaching mathematics online: Emergent technologies and methodologies. Hersey, PA: IGI Global.
- Kelz, A. (2011). Bridging the gap-from teacher to eTeacher. Proceedings of the European Conference on e-Learning (p. 364). Brighton, UK: Academic Publishing Limited.
- Lin, C., Singer, R., & Ha, L. (2010). Why university members use and resist technology? A structure enactment perspective. Journal of Computing in Higher Education, 22(1), 38-59.
- Maschietto, M., & Trouche, L. (2010). Mathematics learning and tools from theoretical, historical and practical points of view: The productive notion of mathematics laboratories. ZDM Mathematics Education, 42, 33-47.
- Merriam S.B. (2001). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Retrieved from
- http://www.nctm.org/uploadedFiles/Math_Standards/12752_exec_pssm.pdf
- Sitckler, U., & Hampel, R. (2007). Designing Online Tutor Training for Language Courses: A Case Study. Open Learning, 22(1), 75-85.
- Trenholm, S. (2013). Adaptation of tertiary mathematics instruction to the virtual medium: approaches to assessment practice (Unpublished doctoral dissertation). Loughborough University, UK.
- Vaill, A.L., & Testori, P.A. (2012). Orientation, mentoring and ongoing support: A three- tiered approach to online faculty development. Journal of Asynchronous Learning Networks, 16(2), 111-119.
- Webb, M.E. (2005). Affordances of ICT in science learning: Implications for an integrated pedagogy. International Journal of Science Education, 27(6), 705-735.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Ocak 2015 |
| Gönderilme Tarihi | 6 Şubat 2015 |
| Yayımlandığı Sayı | Yıl 2015 Cilt: 6 Sayı: 1 |