Abstract
This paper analyzes online discovery learning/ constructivistic approach using cognitive tools in higher Mathematics’ education, via a combination of electronic worksheets designed and implemented in Mathematica and online synchronous communication via the tools of a Learning Management System (LMS) and voice and video group calls. Moreover, the paper presents empirical research results of a case study concerning the approach’s application at the Department of Statistics and Insurance Sciences of the University of Piraeus and focuses on students’ attitudes towards the approach. We used a mixed approach in the study, in particular a quantitative approach with open-ended questions. A questionnaire was handed out and was answered by the students that participated. We performed statistical analysis via SPSS to data obtained by questions with binary answers and answers on a 7-point Likert scale. Also we included several open-ended questions, in order for the students to express their views and attitudes towards the benefits and the disadvantages of the tools and the approach used.
Highlights
Cognitive tools are recognized by instructional technology researchers as the concept that can describe most appropriately the computer learning environments they design or use, in order to enhance learning, performance, and understanding; both by researchers that design or utilize artificial intelligence technologies in student modeling and by researchers that design constructivistic activities that promote discovery learning, exploration and social interaction [1]
Social Constructivism, as analyzed in Kim [6] and Amineh & Asl [7], emphasizes on the importance of culture and context in understanding what occurs in society and on constructing knowledge based on this understanding; understanding, significance and meaning are developed in coordination with other human beings
The results showed positive attitudes by the students towards the cognitive tool used (Mathematica), towards the characteristics of the teaching approach relatively to the principles of discovery learning/ constructivism and towards the development of higher order thinking skills supported by the approach; they expressed neutral and slightly negative attitudes regarding whether they can use the tool independently of the presence of the teacher
Summary
Cognitive tools (or mindtools) are recognized by instructional technology researchers as the concept that can describe most appropriately the computer learning environments they design or use, in order to enhance learning, performance, and understanding; both by researchers that design or utilize artificial intelligence technologies in student modeling and by researchers that design constructivistic activities that promote discovery learning, exploration and social interaction [1]. The online discovery/constructivistic learning approach via a combination of synchronous communication and cognitive tools supports the parallel use of: (i) Electronic worksheets in the environment of a cognitive tool, with which each student works on his/her own computer at a distance and (ii) a communication system in the environment of an LMS system in combination with voice and video calling and conferencing, via which, students can interact with each other and with the teacher, discuss, exchange views, formulate ideas and questions and draw conclusions through experimentation and active engagement with the worksheet. Results on students’ performance in higher Mathematics’ education, when electronic worksheets in the environment of cognitive tools are introduced in discovery learning and constructivistic activities, have been reported amongst others by Korres [9], [10]. Other tools that can be used for group voice and video calls are Zoom, which supports up to 100 to 1000 participants depending on the plan, Facebook Messenger, which supports up to 50 participants and Apple’s FaceTime, which currently supports up to 32 participants on group calls
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