Active Learning in Undergraduate Mathematics Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards

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...

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Bibliographic Details
Published in:The Asia-Pacific education researcher 2020-06, Vol.29 (3), p.285-294
Main Authors: Ng, Oi-Lam, Ting, Fridolin, Lam, Wai Hung, Liu, Minnie
Format: Article
Language:English
Subjects:
Academic Achievement
Active Learning
Calculus
College Mathematics
Cooperative Learning
Education
Educational Policy and Politics
Educational Technology
Foreign Countries
International and Comparative Education
Internet
Learning and Instruction
Peer Evaluation
Problem Based Learning
Regular Article
Sociology of Education
Tutorial Programs
Undergraduate Students
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Summary: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.
ISSN:0119-5646
2243-7908
DOI:10.1007/s40299-019-00481-1