384
Views
2
CrossRef citations to date
0
Altmetric
Articles

Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 95-109 | Received 15 Nov 2021, Accepted 31 Jul 2022, Published online: 16 Aug 2022

References

  • Akhtar, S., Warburton, S., & Xu, W. (2017). The use of an online learning and teaching system for monitoring computer aided design student participation and predicting student success. International Journal of Technology and Design Education, 27(2), 251–270. https://doi.org/10.1007/s10798-015-9346-8
  • Alavi, H. S., Dillenbourg, P., & Kaplan, F. (2009). Distributed awareness for class orchestration [Paper presentation]. European Conference on Technology Enhanced Learning Berlin.
  • Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
  • Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1–6.
  • Davies, L., & Bentrovato, D. (2011). Understanding education’s role in fragility: Synthesis of four situational analyses of education and fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia. Inter-Agency Network for Education in Emergencies, University of Ulster.
  • Dillenbourg, P. (2013). Design for classroom orchestration. Computers & Education, 69, 485–492. https://doi.org/10.1016/j.compedu.2013.04.013
  • Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning. In Technology-enhanced learning (pp. 3–19). Springer.
  • DiPietro, M., Ferdig, R. E., Black, E. W., & Presto, M. (2010). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive Online Learning, 9(3), 10.
  • Duncan, K., Kenworthy, A., & McNamara, R. (2012). The effect of synchronous and asynchronous participation on students’ performance in online accounting courses. Accounting Education, 21(4), 431–449. https://doi.org/10.1080/09639284.2012.673387
  • Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015). Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology, 107(4), 1075–1085. https://doi.org/10.1037/edu0000032
  • Florida Department of Education. (2022). End-of-course (EOC) assessments. Retrieved July 20, 2022, from https://www.fldoe.org/accountability/assessments/k-12-student-assessment/end-of-course-eoc-assessments/
  • Fong, K., Jenson, J., & Hebert, C. (2018). Challenges with measuring learning through digital gameplay in K-12 classrooms. Media and Communication, 6(2), 112–125.
  • Gandasari, D., & Dwidienawati, D. (2020). Evaluation of online learning with digital communication media during the COVID 19 pandemic. Journal of the Social Sciences, 48, 1062–1073.
  • Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2016). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success. The Internet and Higher Education, 28, 68–84. https://doi.org/10.1016/j.iheduc.2015.10.002
  • Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teachingand-online-learning
  • Holmes, W., Nguyen, Q., Zhang, J., Mavrikis, M., & Rienties, B. (2019). Learning analytics for learning design in online distance learning. Distance Education, 40(3), 309–329. https://doi.org/10.1080/01587919.2019.1637716
  • Jagušt, T., Botički, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers & Education, 125, 444–457. https://doi.org/10.1016/j.compedu.2018.06.022
  • Jones, G., & Warren, S. J. (2011). Issues and concerns of K-12 educators on 3-D multi-user virtual environments in formal classroom settings. (IJGCMS). International Journal of Gaming and Computer-Mediated Simulations, 3(1), 1–12.
  • Kelly, S. (2008). What types of students’ effort are rewarded with high marks? Sociology of Education, 81(1), 32–52. https://doi.org/10.1177/003804070808100102
  • Kennewell, S., Tanner, H., Jones, S., & Beauchamp, G. (2007). Analysing the use of interactive technology to implement interactive teaching. Journal of Computer Assisted Learning, 24(1), 61–73. https://doi.org/10.1111/j.1365-2729.2007.00244.x
  • Koper, R., & Tattersall, C. (2005). Learning design: A handbook on modelling and delivering networked education and training. Springer-Verlag Berlin Heidelberg. https://doi.org/10.5334/2005-18
  • Kunnath, J. P. (2017). Teacher grading decisions: Influences, rationale, and practices. American Secondary Education, 45(3), 68–88.
  • Lastinger Center for Learning, University of Florida. (2022). Math Nation. Retrieved July 20, 2022, from https://lastinger.center.ufl.edu/work/mathematics/math-nation/
  • Le, H. T., & Truong, C. T. T. (2021). Tertiary students’ perspectives on online learning during emergency remote teaching in the context of Covid-19: A case study [Paper presentation]. 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021), https://doi.org/10.2991/assehr.k.210226.025
  • Lee, C. S., Tan, D. T., & Goh, W. S. (2004). The next generation of e-learning: Strategies for media rich online teaching and engaged learning. International Journal of Distance Education Technologies, 2(4), 1–17. https://doi.org/10.4018/jdet.2004100101
  • Leite, W. L., Cetin-Berber, D. D., Huggins-Manley, A. C., Collier, Z. K., & Beal, C. R. (2019). The relationship between Algebra Nation usage and high-stakes test performance for struggling students. Journal of Computer Assisted Learning, 35(5), 569–581. https://doi.org/10.1111/jcal.12360
  • Leite, W. L., Jing, Z., Kuang, H., Kim, D., & Huggins-Manley, A. C. (2021). Multilevel mixture modeling with propensity score weights for quasi-experimental evaluation of virtual learning environments. Structural Equation Modeling: A Multidisciplinary Journal, 28(6), 964–919. https://doi.org/10.1080/10705511.2021.1919895
  • Mahmood, S. (2021). Instructional strategies for online teaching in COVID-19 pandemic. Human Behavior and Emerging Technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218
  • Martin, C. K., Nacu, D., & Pinkard, N. (2016). Revealing opportunities for 21st century learning: An approach to interpreting user trace log data. Journal of Learning Analytics, 3(2), 37–87. https://doi.org/10.18608/jla.2016.32.4
  • Martinez-Maldonado, R., Kay, J., Yacef, K., Edbauer, M. T., & Dimitriadis, Y. (2013). MTClassroom and MTDashboard: Supporting analysis of teacher attention in an orchestrated multi-tabletop classroom [International Society of the Learning Sciences.]. Computer Supported Collaborative Learning, 1, 320–327.
  • Mavrikis, M., Geraniou, E., Gutierrez Santos, S., & Poulovassilis, A. (2019). Intelligent analysis and data visualisation for teacher assistance tools: The case of exploratory learning. British Journal of Educational Technology, 50(6), 2920–2942. https://doi.org/10.1111/bjet.12876
  • Mitten, C., Collier, Z. K., & Leite, W. L. (2021). Online resources for mathematics: exploring the relationship between teacher use and student performance. Investigations in Mathematics Learning, 13(3), 249–218. https://doi.org/10.1080/19477503.2021.1906041
  • Munoz-Cristobal, J. A., Jorrin-Abellan, I. M., Asensio-Perez, J. I., Martinez-Mones, A., Prieto, L. P., & Dimitriadis, Y. (2015). Supporting teacher orchestration in ubiquitous learning environments: A study in primary education. IEEE Transactions on Learning Technologies, 8(1), 83–97. https://doi.org/10.1109/TLT.2014.2370634
  • Niaki, S. A., George, C. P., Michailidis, G., & Beal, C. R. (2019). Investigating the usage patterns of algebra nation tutoring platform [Paper presentation]. Proceedings of the 9th International Conference on Learning Analytics & Knowledge - LAK19, 481–490. https://doi.org/10.1145/3303772.3303788
  • Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
  • Prieto, L. P. (2012). Supporting orchestration of blended CSCL scenarios in distributed learning environments [Doctoral dissertation]. Spain. https://doi.org/10.35376/10324/1794
  • Prieto, L. P., Dimitriadis, Y., Asensio-Pérez, J. I., & Looi, C. K. (2015). Orchestration in learning technology research: Evaluation of a conceptual framework. Research in Learning Technology, 23, 1–15. https://doi.org/10.3402/rlt.v23.28019
  • Prieto, L. P., Dlab, M. H., Gutié, I., rrez, N. A., Abdulwahed, M., & Balid, W. (2011). Orchestrating technology enhanced learning: A literature review and a conceptual framework. International Journal of Technology Enhanced Learning, 3(6), 583–598. https://doi.org/10.1504/IJTEL.2011.045449
  • Rajab, K. D. (2018). The effectiveness and potential of E-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia. IEEE Access. 6, 6783–6794. https://doi.org/10.1109/ACCESS.2018.2800164
  • Régner, I., Loose, F., & Dumas, F. (2009). Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals. European Journal of Psychology of Education, 24(2), 263–277. https://doi.org/10.1007/BF03173016
  • Resnick, L. B., & Resnick, D. P. (1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & O. C. M. C (Eds.), Changing assessments (pp. 37–75). Springer. https://doi.org/10.1007/978-94-011-2968-8_3
  • Rodríguez-Triana, M. J., Martínez-Monés, A., Asensio-Pérez, J. I., & Dimitriadis, Y. (2015). Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations. British Journal of Educational Technology, 46(2), 330–343. https://doi.org/10.1111/bjet.12198
  • Roschelle, J., Feng, M., Murphy, R. F., & Mason, C. A. (2016). Online mathematics homework increases student achievement. AERA Open, 2(4), 233285841667396–233285841667312. https://doi.org/10.1177/2332858416673968
  • Schwier, R. A., Morrison, D., & Daniel, B. K. (2009). A preliminary investigation of self-directed learning activities in a non-formal blended learning environment. Distributed by ERIC Clearinghouse.
  • Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed.). Sage Publications.
  • Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement–replicating and extending previous findings. Frontiers in Psychology, 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730
  • Stoyanova, M., Tuparova, D., & Samardzhiev, K. (2017). Impact of motivation, gamification and learning style on students’ interest in maths classes–A study in 11 high school grade [Paper presentation]. International Conference on Interactive Collaborative Learning,
  • The World Bank. (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic
  • Van Leeuwen, A. (2015). Learning analytics to support teachers during synchronous CSCL: Balancing between overview and overload. Journal of Learning Analytics, 2(2), 138–162. https://doi.org/10.18608/jla.2015.22.11
  • Veletsianos, G., & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144–166. https://doi.org/10.19173/irrodl.v13i1.1078
  • Xue, K., Huggins-Manley, A. C., & Leite, W. L. (2022). Semisupervised learning method to adjust biased item difficulty estimates caused by nonignorable missingness in a virtual learning environment. Educational and Psychological Measurement, 82(3), 539–567. https://doi.org/10.1177/00131644211020494
  • Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431–450. https://doi.org/10.1111/bjet.12388
  • Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gasevic, D., & Chen, G. (2021). Students’ experience of online learning during the COVID-19 pandemic: A province-wide survey study. British Journal of Educational Technology, 52, 2038–2057. https://doi.org/10.1111/bjet.13102
  • Yu, H., Jiang, S., & Land, K. C. (2015). Multicollinearity in hierarchical linear models. Social Science Research, 53, 118–136. https://doi.org/10.1016/j.ssresearch.2015.04.008

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.