Adaptive, Synchronous, and Mobile Online Education: Developing the ASYMPTOTE Learning Environment

The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework...

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Bibliographic Details
Published in:Mathematics (Basel) 2022-05, Vol.10 (10), p.1628
Main Authors: Barlovits, Simon, Caldeira, Amélia, Fesakis, Georgios, Jablonski, Simone, Koutsomanoli Filippaki, Despoina, Lázaro, Claudia, Ludwig, Matthias, Mammana, Maria Flavia, Moura, Ana, Oehler, Deng-Xin Ken, Recio, Tomás, Taranto, Eugenia, Volika, Stamatia
Format: Article
Language:English
Subjects:
Asymptotes
CAI
Classrooms
Computer assisted instruction
COVID-19
digital learning
Distance learning
educational technology
equity and access to technology
inquiry-based education
Machine learning
mathematics education
Online instruction
Students
Teachers
Teaching
teaching with technology
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Summary:The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework and design requirements for distance and online learning tools. As one example for online learning in mathematics education, the ASYMPTOTE system is introduced. It will be freely available by May 2022. ASYMPTOTE is aimed at the adaptive and synchronous delivery of online education by taking a mobile learning approach. Its core is the so-called digital classroom, which not only allows students to interact with each other or with the teacher but also enables teachers to monitor their students’ work progress in real time. With respect to the theoretical framework, this article analyses to what extent the ASYMPTOTE system meets the requirements of online learning. Overall, the digital classroom can be seen as a promising tool for teachers to carry out appropriate formative assessment and—partly—to maintain personal and content-related interaction at a distance. Moreover, we highlight the availability of this tool. Due to its mobile learning approach, almost all students will be able to participate in lessons conducted with ASYMPTOTE.
ISSN:2227-7390
2227-7390
DOI:10.3390/math10101628