Using Modern Learning Approaches in Teaching Basic Didactics of Mathematics in the Mahara E-Portfolio Environment
Abstract
This paper presents an updated version of the implementation of the course Basics of Didactics of Mathematics. The main goals of the modernization were to use ICT tools and modern learning to overcome objective limitations in the implementation of some elements of the teaching process. For this purpose, we created e-portfolios in the Mahara environment. After the course, students were asked to complete a survey questionnaire. It was found that the updated version of the subject led to improved communication between the participants, increased student engagement in the learning process, and increased student awareness of teaching phenomena. We were not successful in increasing the level of reflection to the point where students would move beyond their initial subjective theories of teaching.
Downloads
Download data is not yet available.
References
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
Agerboek, L. (2007). A cross section of e-portfolio use in Danish education from primary school to university. Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://www.researchgate.net/pu–blication/235274937_From_an_e-portfolio_model_to_e-portfolio_practices_Some_guide–lines (Dostopno: 10.12.2020).
Bairral, M. in Santos, R. (2012). E-Portfolio improving learning in mathematics pre-service teacher. Digital Education Review. 21(1), 1–12. Pridobljeno s https://www.researchgate.net/publ–ication/288416977_E-Portfolio_improving_learning_in_mathematics_pre-service_teacher (Dostopno: 15.12.2020).
Bergmann, J. in Sams, A. (2012). Flip your classroom: reach every student in every class every day, 1. izdaja. ISTE: Washington, DC.
Bergmann, J., Overmyer, J. in Wilie, B. (2013). The Flipped Class: What it is and what it is not. The Daily Riff-Be Smarter. About Education.
Chen, W. in Looi, C. K. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307–326.
Devlin, M. in Samarawickrema, G. (2010). The Criteria of Effective Teaching in a Changing Higher Education Context. Higher Education Research & Development, 29(2), 111–124.
Garrison, D. in Vaughan, N. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons.
Hj. Ebil, S., Salleh, S. M. in Shahrill, M. (2020). The use of E-portfolio for self-reflection to promote learning: A case of TVET students.Education and Information Technologies, 25(6), 5797–5814.
Hsu, Y. C. in Ching, Y. H. (2013). Mobile computer‐supported collaborative learning: A review of experimental research. British Journal of Educational Technology, 44(5), 111–114.
Johnson, D. W. in Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(3),841–851. Pridobljeno s https://www.redalyc.org/articulo.oa?id=16731690008 (Do–stopno: 3.5.2021).
Jug, A. (2008). Subjektivne teorije kot kazalnik kakovosti vzgojno-izobraževalnega dela. Sodobna pedagogika, 59 = 125(2), 44–59.
Kaushik, M. (2016). Technology Supported Pedagogy in Higher Education: Approaches and Trends. Emerging Trends in Higher Education Pedagogy. Penang: Wawasan Open University Press.
Korthagen, F. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(4), 77–97. doi:10.1016/j.tate.2003.10.002
La-Marca, A. in Longo, L. (2017). Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom. International Journal of Information and Education Technology 7(3), 230–235. Pridobljeno s http://www.ijiet.org/vol7/871-T029.pdf (Dostopno: 2.12.2020).
Lamont, M. (2007). What are the features of e-portfolio implementation that can enhance learning and promote self-regulation? Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://w–ww.researchgate.net/publication/235274937_From_an_e-portfolio_model_to_e-portfoli–o_practices_Some_guidelines (Dostopno: 10.12.2020).
Lo, C. K., Hew, K. F. in Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.
Pajares, F. (1992). Teacher's beliefs and educational research, cleaning up a messy construct. Review of educational research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Peklaj, C. (2001). Sodelovalno učenje ali kdaj več glav več ve. DZS.
Plešec Gasparič, R., Valenčič Zuljan, M. in Kalin, J. (2020). Obrnjeno učenje in poučevanje kot priložnost za inovativno in prožno izvajanje učnih oblik v visokem šolstvu. Revija za elementarno izobraževanje, 3(posebna izdaja). 51–80.
Prodromou, T. (2017). Using a flipped classroom approach in the teaching of mathematics: a case study of a preservice teachers’ class. Prispevek objavljen na CERME 10, FEB. 2017, Dublin, Irska. Hal-01942126. Pridobljeno s https://hal.archives-ouvertes.fr/hal-01942126/document (Dostopno: 2.12.2020).
Razdevšek Pučko, C. (1998). Samoocenjevanje - sestavina nove doktrine ocenjevanja. Pedagoška obzorja, 13(1-2), 3-–15.
Riedinger, B. (2006). Mining for Meaning: Teaching students how to reflect. V A. Jafari in C. Kaufman (ur.), Handbook of research on ePortfolios (90–101). Hershey PA: Idea Group Reference.
Römmer-Nossek, B. in Zwiauer, C. (2007). How can eportfolio make sense for higher education? The Vienna university eportfolio framework taking shape. Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://www.researchgate.net/publication/235274937_From_an_e-portfo–lio_model_to_e-portfolio_practices_Some_guidelines (Dostopno: 10.12.2020).
Ryberg, T., Davidsen, J. in Hodgson, V. (2018). Understanding nomadic collaborative learning groups. British Journal of Educational Technology, 49(2), 235–-247.
Seman, S. A. A., Wan Rashid, E. W. in Nasir, H. M. (2012). E-teaching portfolio implementation using Mahara open source management system. Procedia - Social and Behavioral Sciences, 65, 974–979.
Sen, E. Ö. in Hava, K. (2020). Prospective middle school mathematics teachers' points of view in the flipped learning: The case of Turkey. Education and Information Technologies, 25(5), 3465–3480.
Sivakumar, S., Namasivayam, S., Al-Atabi, M. T. in Ramesh, S. (2013). Pre-implementation study of blended learning in an engineering undergraduate programme: Taylor's university Lakeside campus. Procedia-social and behavioral sciences, 103, 735–743.
Sun, Z., Lin, C. H., Wu, M., Zhou, J. in Luo, L. (2018). A tale of two communication tools: Discussion‐forum and mobile instant‐messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261.
Tondeur, J., Siddiq, F., Scherer, R. in van Braak, J., (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150.
Uerz, D., Volman, M. in Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23.
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. Pridobljeno s https://issuu.com/acsathens/docs/nacolpp-blendedlearn–ing-lr (Dostopno: 20.11.2020).
Zellers, M. in Mudrey, R. R. (2007). Electronic portfolios and metacognition: A phenomenological examination of the implementation of e-portfolios from the instructors’ perspective. International Journal of Instructional Media, 34(4), 419–430.
Yurniwati Y. in Yarmi, G. (2020). Promoting prospective teachers’ conceptual knowledge through web-based blended learning. Journal of Research and Advances in Mathematics Education, 5(2),187–201.
Agerboek, L. (2007). A cross section of e-portfolio use in Danish education from primary school to university. Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://www.researchgate.net/pu–blication/235274937_From_an_e-portfolio_model_to_e-portfolio_practices_Some_guide–lines (Dostopno: 10.12.2020).
Bairral, M. in Santos, R. (2012). E-Portfolio improving learning in mathematics pre-service teacher. Digital Education Review. 21(1), 1–12. Pridobljeno s https://www.researchgate.net/publ–ication/288416977_E-Portfolio_improving_learning_in_mathematics_pre-service_teacher (Dostopno: 15.12.2020).
Bergmann, J. in Sams, A. (2012). Flip your classroom: reach every student in every class every day, 1. izdaja. ISTE: Washington, DC.
Bergmann, J., Overmyer, J. in Wilie, B. (2013). The Flipped Class: What it is and what it is not. The Daily Riff-Be Smarter. About Education.
Chen, W. in Looi, C. K. (2007). Incorporating online discussion in face to face classroom learning: A new blended learning approach. Australasian Journal of Educational Technology, 23(3), 307–326.
Devlin, M. in Samarawickrema, G. (2010). The Criteria of Effective Teaching in a Changing Higher Education Context. Higher Education Research & Development, 29(2), 111–124.
Garrison, D. in Vaughan, N. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons.
Hj. Ebil, S., Salleh, S. M. in Shahrill, M. (2020). The use of E-portfolio for self-reflection to promote learning: A case of TVET students.Education and Information Technologies, 25(6), 5797–5814.
Hsu, Y. C. in Ching, Y. H. (2013). Mobile computer‐supported collaborative learning: A review of experimental research. British Journal of Educational Technology, 44(5), 111–114.
Johnson, D. W. in Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(3),841–851. Pridobljeno s https://www.redalyc.org/articulo.oa?id=16731690008 (Do–stopno: 3.5.2021).
Jug, A. (2008). Subjektivne teorije kot kazalnik kakovosti vzgojno-izobraževalnega dela. Sodobna pedagogika, 59 = 125(2), 44–59.
Kaushik, M. (2016). Technology Supported Pedagogy in Higher Education: Approaches and Trends. Emerging Trends in Higher Education Pedagogy. Penang: Wawasan Open University Press.
Korthagen, F. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(4), 77–97. doi:10.1016/j.tate.2003.10.002
La-Marca, A. in Longo, L. (2017). Addressing Student Motivation, Self-regulation, and Engagement in Flipped Classroom to Decrease Boredom. International Journal of Information and Education Technology 7(3), 230–235. Pridobljeno s http://www.ijiet.org/vol7/871-T029.pdf (Dostopno: 2.12.2020).
Lamont, M. (2007). What are the features of e-portfolio implementation that can enhance learning and promote self-regulation? Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://w–ww.researchgate.net/publication/235274937_From_an_e-portfolio_model_to_e-portfoli–o_practices_Some_guidelines (Dostopno: 10.12.2020).
Lo, C. K., Hew, K. F. in Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50–73.
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.
Pajares, F. (1992). Teacher's beliefs and educational research, cleaning up a messy construct. Review of educational research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Peklaj, C. (2001). Sodelovalno učenje ali kdaj več glav več ve. DZS.
Plešec Gasparič, R., Valenčič Zuljan, M. in Kalin, J. (2020). Obrnjeno učenje in poučevanje kot priložnost za inovativno in prožno izvajanje učnih oblik v visokem šolstvu. Revija za elementarno izobraževanje, 3(posebna izdaja). 51–80.
Prodromou, T. (2017). Using a flipped classroom approach in the teaching of mathematics: a case study of a preservice teachers’ class. Prispevek objavljen na CERME 10, FEB. 2017, Dublin, Irska. Hal-01942126. Pridobljeno s https://hal.archives-ouvertes.fr/hal-01942126/document (Dostopno: 2.12.2020).
Razdevšek Pučko, C. (1998). Samoocenjevanje - sestavina nove doktrine ocenjevanja. Pedagoška obzorja, 13(1-2), 3-–15.
Riedinger, B. (2006). Mining for Meaning: Teaching students how to reflect. V A. Jafari in C. Kaufman (ur.), Handbook of research on ePortfolios (90–101). Hershey PA: Idea Group Reference.
Römmer-Nossek, B. in Zwiauer, C. (2007). How can eportfolio make sense for higher education? The Vienna university eportfolio framework taking shape. Prispevek objavljen na EPortfolio 2007 Conference, 18. in 19. oktober 2007, Maastrich, France: Peer-reviewed publications. Pridobljeno s https://www.researchgate.net/publication/235274937_From_an_e-portfo–lio_model_to_e-portfolio_practices_Some_guidelines (Dostopno: 10.12.2020).
Ryberg, T., Davidsen, J. in Hodgson, V. (2018). Understanding nomadic collaborative learning groups. British Journal of Educational Technology, 49(2), 235–-247.
Seman, S. A. A., Wan Rashid, E. W. in Nasir, H. M. (2012). E-teaching portfolio implementation using Mahara open source management system. Procedia - Social and Behavioral Sciences, 65, 974–979.
Sen, E. Ö. in Hava, K. (2020). Prospective middle school mathematics teachers' points of view in the flipped learning: The case of Turkey. Education and Information Technologies, 25(5), 3465–3480.
Sivakumar, S., Namasivayam, S., Al-Atabi, M. T. in Ramesh, S. (2013). Pre-implementation study of blended learning in an engineering undergraduate programme: Taylor's university Lakeside campus. Procedia-social and behavioral sciences, 103, 735–743.
Sun, Z., Lin, C. H., Wu, M., Zhou, J. in Luo, L. (2018). A tale of two communication tools: Discussion‐forum and mobile instant‐messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261.
Tondeur, J., Siddiq, F., Scherer, R. in van Braak, J., (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134–150.
Uerz, D., Volman, M. in Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23.
Watson, J. (2008). Blended Learning: The Convergence of Online and Face-to-Face Education. Promising Practices in Online Learning. Pridobljeno s https://issuu.com/acsathens/docs/nacolpp-blendedlearn–ing-lr (Dostopno: 20.11.2020).
Zellers, M. in Mudrey, R. R. (2007). Electronic portfolios and metacognition: A phenomenological examination of the implementation of e-portfolios from the instructors’ perspective. International Journal of Instructional Media, 34(4), 419–430.
Yurniwati Y. in Yarmi, G. (2020). Promoting prospective teachers’ conceptual knowledge through web-based blended learning. Journal of Research and Advances in Mathematics Education, 5(2),187–201.
Published
2022-12-05
How to Cite
Mastnak A. (2022). Using Modern Learning Approaches in Teaching Basic Didactics of Mathematics in the Mahara E-Portfolio Environment. Journal of Elementary Education, 15(4), 511-531. https://doi.org/10.18690/rei.15.4.511-531.2022
Issue
Section
Scientific Articles
Copyright (c) 2022 Adrijana Mastnak
This work is licensed under a Creative Commons Attribution 4.0 International License.