International Review of Research in Open and Distributed Learning

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International Review of Research in Open

and Distributed Learning


Volume 19, Number 5

November - 2018

An e-Learning Model for Teaching


Mathematics on an Open Source Learning
Platform
 

Jeong Yong Ahn and Akugizibwe Edwin


Department of Statistics (Institute of Applied Statistics), Chonbuk National
University, Korea

Abstract
Throughout the world, mathematics plays a vital role for the educational and
developmental aspirations of any country. The quest to teach mathematical knowledge
in a viable and effective way so as to induce creativity and applicability among
learners is an ongoing challenge, especially for developing countries. A better
understanding of how students learn mathematics coupled with effective application
of mathematical e-learning can enhance meaningful learning of mathematics and
make the subject more exciting. In this note, we introduce a mathematical e-learning
model suitable for the modern digital era based on the learning theories of social
constructivism, social realism, and connectivity. We then discuss the feasibility of
implementing the model on an open source e-learning platform. Our findings reveal
that the platform offers a developer's tool for coding and customizing templates to
attain higher levels of usage and interactivity in which learners can create and control
learning objects while they observe the results.

Keywords: assessment and feedback, dynamic and interactive content, e-learning


platform, learning theory, mathematical learning model
Introduction
E-learning practices have been incorporated in the teaching and learning processes.
For effective mathematical e-learning, one needs appropriate software as well as well-
known learning principles and theories to create mathematics content that fit the
learners' needs and the teachers' overall intentions. In developed countries, high
internet connectivity has enabled most universities and other teaching institutions to
fully embrace e-learning. Nevertheless, e-learning practices are yet to attain full
potential in developing countries, partly due to high initial costs of designing and
setting up the platforms as well as low internet connectivity in developing countries.

To overcome the bottlenecks that impede successful and effective mathematical e-


learning intervention in developing countries, e-learning implementers need to focus
on three e-learning aspects, namely cost, usability, and impact on learning. Open
source e-learning platform is a substantial alternative to meet these new demands.
There are many open source platforms including eXelearning, Xerte Online Toolkits
(XOT), and Course Builder (Berking, 2016). With these platforms, instructors can
design mathematics content to suit their teaching and learning approaches. They
provide a fully featured e-learning development environment for creating interactive
learning materials (Yi & Trevino, 2015). In addition, the contents generated on them
can easily be exported to another website or e-learning platform such as Moodle.

On the other hand, while efforts towards improving e-learning usage in developing
countries are gathering pace, most of the works has been general in perspective and
only few have emphasized mathematical e-learning specifically (Juan, Huertas,
Cuypers, & Loch, 2012; Namukasa, Quinn, & Kaahwa, 2010; Elijah, 2012).
Additionally, there is a big gap to fill with respect to designing new feasible
mathematical e-learning models that are focused at revitalizing the interest, creativity,
and applicability of mathematical knowledge for technological advancement in
developing countries (Barnes & Venter, 2008). This note is to introduce a
mathematical learning model for developing countries as a suitable and effective
model for the modern digital era. First, we briefly explore three vital theories of
learning to be considered as the basis of the model. Next, we propose a model and
discuss the feasibility of implementing the model on an open source e-learning
platform. We pose the following key questions that will guide our study: (i) what are
the suitable underlying theories for effective mathematical e-learning in the model?
And (ii) what are the key features a mathematical e-learning platform should offer that
makes mathematics more discernible to learners?

Underlying Theories for the Model


Constructivism learning theory emphasizes knowledge construction based on a
learner' past experience (Koohang, Riley, & Smith, 2009). The learning approach is
student centered, flexible, and accommodating multiple perceptions, content, and
context (Murphy, 1997; Treffers, 1987). We need to accommodate students' ideas,
views, and frustrations over the mathematical concept we want to impart unto them.
In addition, we should allow all forms of creative input from the students even though
they are contrary to known ideas. Based on the many useful ideas of social
constructivism, we emphasize the aspect of contextualizing mathematics to fit the
local settings and tap into learners informal strategies so as to motivate and induce
creativity to problem solving and applicability of mathematical knowledge.

Connectivism is concerned with linking a variety of ideas, specialized nodes, or


information sources that all contribute to learning. Learning may reside in non-human
appliances and learning is endless (Siemens, 2005). Relatedly, Gravemeijer, Stephan,
Julie, Lin, and Ohtani (2017) observe that in the modern digital era in which
computers can solve many mathematical problems, new approaches to mathematical
pedagogy are necessary. They listed applying/modeling, understanding, and checking
as mathematical competences required in the digital era. From these points of view,
we derive the following guidelines to consider for effective mathematics learning in
the digital era: Less emphasis laid on recall and reproducing knowledge (such as
axioms, theories, formulae) since in the digital era, it is easy to store and extract
knowledge in non-human appliances (Siemens, 2005).

The goal of realism in education is to encourage active learning that captures most of
the senses of the human being (Ravi, 2016). Pedagogically, the teacher's role from the
realism perspective is to pass on mathematical truth to students whose main role is to
absorb the knowledge and make sense out of it. This approach was dominant before
1970s in the developed world (Young, 2008). However, unabated realism in the
developing world has resulted in a teacher-centered approach, which has caused
students to lag behind especially in science, technology, and mathematical
application. In addition, the level of research publications in mathematics from
developing countries is either very low or almost nonexistent (Barnes & Venter, 2008;
Namukasa et al., 2010; Elijah, 2012).

In summary, constructivism tells us of the importance to rely on students' experiences


and context to derive knowledge and guide the learning process. There is a need to
carefully link all learning nodes, especially taking advantage of present day
technologies as connectivism avers. However, realism reminds us that some
mathematical knowledge can be considered as absolute and powerful, and challenges
us to strike a balance between absolutism and socialisation of knowledge.
Constructivism, connectivity and realism essentially emphasize motivation, context,
and tapping into students' abilities and experiences as the key aspects of meaningful
learning but without sacrificing the power and beauty of mathematics knowledge.
These ideas lead us to propose the MCIEC (motivation, context, interactivity,
evaluation, and connectivity) model. The model identifies five utmost important
aspects of effective mathematics learning, namely motivation, context, interactivity at
the front end of lesson planning and delivery, and dynamic evaluation and
connectivity at the back end of lesson planning and delivery.

The MCIEC Model


In this section, we introduce the MCIEC model which, for the trial phase, was applied
to two undergraduate mathematics courses namely Linear Algebra 1 and Introduction
to Probability and Statistics. We will reference materials developed in these two
course units to explain the model.

Motivation

Figure 1 shows the overall structure of the MCIEC model. First, motivation is one of
the three key pillars of the model. Many studies have explored the link between
mathematics and motivation in terms of achievement and competence (Pokay &
Blumenfeld, 1990; Midgley, Feldlaufer, & Eccles, 1989). In the MCIEC model,
motivation focuses on the content being taught in terms of clearly manifesting the
necessity of the content both in academic and practical value to the learners. A better
understanding of how students learn mathematics coupled with effective application
of mathematical e-learning can enhance meaningful learning of mathematics and
make the subject more exciting (Waege, 2009; McElroy, O'Loughlin, Townsend, &
Simonovits, 2011).

Mathematics, especially at a higher level, appears abstract to students mainly because


teachers put more emphasis on the process of mathematics content and put less
emphasis on the necessity of the content. For example, when teaching eigenvalues, it
is important for a teacher to extensively highlight on why the concept of eigenvalues
is of much importance, both in academically and practically, before rushing to show
how to solve for eigenvalues. As an illustration, in Lecture 1 of the course unit Linear
Algebra 1, which we run, the motivation phase began by embedding a YouTube video
that explains the real life applications of systems of linear equations. Students will
appreciate the value of the knowledge being acquired and this can help to demystify
the absoluteness and powerfulness of the knowledge. The interest will motivate the
student to put more effort in learning the content and also imagine other ways of
adding value to the content, which sparks creative thinking in the learners.
Figure 1. The structure of MCIEC model.

Context

The second key pillar of the MCIEC model is context. Koohang, Riley, and Smith
(2009) view contextualization as the design of learning activities, and Perin (2011)
identifies key themes of contextualization. Many studies are advocating for a form of
contextualization in which much effort is spent on turning the mathematics content
into a language the student clearly understands or is familiar to, so that the transition
into the mathematical language of rules and symbols becomes a mere formality (Berns
& Erickson, 2001; Guthrie, Anderson, Alao, & Rinehart, 1999; Klinger, 2011). In our
model, contextualisation focuses on the need to align the content in terms of global
perspective, local perspective, and students' experiences. The teacher guides in
identifying world events, practices, and issues to relate to the content, then
incorporates in local matters as well as students' experiences and abilities. As an
illustration for contextualization process, we relate the content to students' previous
knowledge on solving simultaneous equations. We explain some word problems
involving traffic flow, merchandize, and daily shopping, and then seek individual
student abilities and rely on this to sequence the explanation and activities. This form
of contextualisation will spur curiosity and also help align the content to student's
pace of learning.

Figure 2. Flow chart for a highly interactive mathematical activity.

Interactivity

The interactivity is the coming together of the teacher, learners, and technology to
facilitate the teaching and learning process. Wood and Ashfield (2008) explain that
interactions between teacher, pupils, and technology necessitate more than the
transmission of knowledge from either teacher or technology to learner. Figure 2
present the flow chart for supporting a highly interactive learning process in the
MCIEC model. Students attempt the first step of the problem. If they get the first step,
they are directed to the next step. Otherwise, they can select from three options,
namely, requesting for a hint so as to try again, seeking extra help from content, using
audio-visuals or teacher, and/or proceeding to the next step of the solution. Their
study style will be recorded and the teacher can rely on it to provide appropriate
guidance. An open platform Xerte Online Toolkits (XOT), adapted to this study, has
many features that offer learners high levels of interactivity. A goal of the model
MCIEC, is to create mathematical e-learning models with high interactivity, so as to
stimulate the learner's own thought process, creativity, and applicability.

Dynamic Evaluation
Evaluation plays a crucial part of completing all aspects of the MCIEC model.
Dynamic evaluation seeks to evaluate the learners in such a way as to cater for the
learner's context, learning ability, and pace, as well innovativeness. Lui, Lo, and Yiu
(2013) listed four levels of learning activities based on Bloom's taxonomy of learning
domains, which are to acquire knowledge, practice and apply, explore and evaluate,
propose, and create (Bloom, Engelhart, Furst, Hill, & Krathwohl, 1956). The
appropriate evaluation of these activities should be based on learner context, such as
assessment of learning, pace of students, ability, and group versus individual
contribution to activities. E-learning platforms should be designed to provide
feedback, track scores, and subsequently direct the appropriate sequencing of
activities to fit the learners' context.

Connectivity

This comes at the tail end of the lesson or topic. The aim is to show how the
knowledge acquired by students is connected to diverse academic and practical fields.
For example, we relate the knowledge of solving simultaneous equations to diverse
fields, such as linear regression, electric circuits, and garbage collection. We then
request students to work in groups to formulate a system of linear equations that
solves any of the problems in these or other fields. Connectivity also serves as a
checkpoint for the entire lesson or topic.

The MCIEC model, in summary, does not view the theories of constructivism,
realism, and connectivism as antagonistic. Instead it uniquely taps into the strength of
each of the theories to build a mathematical e-learning model that offers practical
guidelines of mathematical e-learning pedagogy that stimulate creativity and
applicability in learners. In particular, the model asserts that intrinsic motivation in
higher learners of mathematics is achieved by emphasizing the academic and practical
value of the mathematics content. Based on these aspects, the MCIEC approach can
make the mathematics content less abstract and more user-friendly, while allowing for
the different talents that learners possess to flourish, enabling them to develop
creative, innovative, and adaptable students.

Key Functional Features of the Model


In order to successfully implement the mathematics learning model, the MCIEC
model emphasizes the following functional features.

Math Text and High Interactivity


One special feature of mathematics is that it has its own language and symbols distinct
from other non-mathematical subjects. An effective mathematics e-learning platform
must be able to accommodate mathematical language and symbols. It should also
enable lecture notes taking on the system, making it a one stop e-learning system. The
platform should also have features that enable teachers to set up mathematical
activities and problems in such a way that students can follow step-by-step procedures
in a dynamic and highly interactive way.

Figure 3 is an example to explain how we can create a highly interactive process with
math text. Students are supposed to solve the problem by inserting answers in the
boxes. In an interactive e-learning system, a complement should appear once the
number inserted in by the student is a correct one and the student will be encouraged
to go to the next step. If the answer is incorrect, a hint is provided immediately and
the student can be provided with options to get extra review, audio-visual help, peer
support, or teacher support. In this way, both the student and the teacher will know
which steps were most challenging to the learner.

Figure 3. A highly interactive process with math text.

Enable Effective Assessment and Feedback

In both traditional and e-learning methods, assessment and feedback in the context of
mathematics teaching and learning is the most effective instruction tool (Warden,
2000; Anderson et al., 2001). Assessment in mathematics needs to be well structured
and sequenced. Tempelaar, Kuperus, Cuypers, Kooij, Vrie, and Heck (2012) stated
that for effective mathematical assessment, all problems should produce authentic
input from students arising from a carefully designed repertoire of items. It should
ensure a comprehensive coverage of the domain and allow for adaptive assessment, in
which the choice of a new question is based on the student's previous responses. This
kind of assessment ensures that learner's capabilities and experiences are catered for
and the student is asked only a small but relevant subset of questions.

Figure 4. An example of multiple choice questions.


Figure 5. An example of peer-assessment and feedback.

Figure 4 is an example of the multiple choice quizzes. Student gets immediate


automatic feedback and then is prompted to go to the next question. However, it is not
enough for feedback to be auto-generated by a computer program. We provide a
problem in which the teacher or fellow student provides the enlightened assessment
and feedback. Figure 5 shows an example of peer-assessment. A student submits the
full solution and gets an assessment and feedback from the instructor and/or other
students. This ensures that instructor and other students are fully involved in the
feedback and assessment process. In this way, students have a platform that can
automatically generate hints and feedback, but also incorporate hints and feedback
generated by the instructor.

Incorporate Many Offline and Online Mathematics Tools and Content

In designing effective mathematical e-learning platforms, we must be aware of and


incorporate many useful offline and online mathematical tools such as tools for
mathematical typesetting and generating reports such as Latex/Share latex, R-
Markdown, and Shiny. Others are tools such as Maple, Mathematica, and Matlab for
computations. The trend is to have a one-stop mathematical e-learning environment,
which should give a learner a laboratory experience that will facilitate the independent
development and testing of problem solving strategies, incorporating typical problems
of mathematics, physics, and engineering science in order to prepare the student for
his or her professional life (Jeschke, Richter, & Seiler, 2005).

Conclusion
In this study, we propose a mathematical e-learning model MCIEC, for making
mathematical learning more interesting, meaningful, and applicable to the learners
beyond the classroom knowledge. The teaching of mathematics beyond the primary
level in most developing countries mainly emphasizes preparing students for high-
stake national exams rather than linking the content to real life problem solving skills.
The curricula are not well-aligned to the needs or abilities of the majority of learners
and the failure rates for mathematics are extremely high (Namukasa et al., 2010). To
overcome these challenges, the MCIEC model emphasizes a flexible approach to
teaching mathematics in which motivation, context, and dynamic evaluation are the
backbone of any content design or delivery. The model places greater responsibility to
the teachers to be more innovative and create materials that suit the learners' abilities
and environment. In addition, the model requires teachers to accord more time and
effort on explaining the relevancy of the mathematics content before moving onto the
mathematics in the content. It is easier for the student to put in much effort to
understand the mathematics in the content once the interest, motivation, and context
has been attained.

On the other hand, many developing countries do not have enough technological
circumstance for constructing an e-learning environment. One way to overcome this
problem is to use open source platforms. We employed the open platform XOT for
instantiating the MCIEC model in this study. The platform offers several
functionalities to create dynamic and interactive content that can provide students a
richer learning experience. The platform can be used both online and offline, thereby
overcoming the problem of limited and intermittent internet prevalent in most
developing countries.

An evaluation of the trial phase of the model was carried out. The students' responses
and instructors' observations show that the MCIEC model based on the XOT e-
learning platform has proven to be an interesting and effective learning environment.
Instructors pointed out immediate feedback about students' understanding as their
favorite functionality of the environment, and students responded that they achieve
enhanced understanding. In particular, the groups of students reported using
considerably less time (average = 5.2 minutes, standard deviation = 2.1 minutes) to
understand and solve problems that tested application compared to groups of students
that didn't use the model. Based on this, we firmly believe the environment gives both
teachers and students a rich flexible learning environment to spur creativity and
applicability of mathematics knowledge.

For further development of the model, materials will be developed using XOT and
several Moodle plugins such as the Formulas question type so as to fully utilize all the
features of the model and create an enhanced learning experience for the learners. The
model will be implemented in a rural based university in Uganda and periodical
surveys carried out to further evaluate the model in comparison to other previously
used models. More teachers will be trained on how to fully implement the model and
user guidelines will be prepared.

Acknowledgments
This paper was supported by research funds of Chonbuk National University in 2017.
This work was also partially supported by the National Research Foundation of Korea
(NRF) grant funded by the Korea government (MSIP) (NRF-2016R1A2B1010253).

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