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

Asia-Pacific Education Researcher, ISSN: 2243-7908, Vol: 29, Issue: 3, Page: 285-294
2020
  • 26
    Citations
  • 0
    Usage
  • 180
    Captures
  • 0
    Mentions
  • 10
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    26
    • Citation Indexes
      26
  • Captures
    180
  • Social Media
    10
    • Shares, Likes & Comments
      10
      • Facebook
        10

Article Description

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.

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