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A Case Study of Teaching and Learning Mathematics Online
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- Author / Creator
- Peschke, Julie G
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The culture of the young may increasingly be seen as a harbinger enticing us to follow a pathway from which will emerge the re-conceptualized educational practices of a new century. This research set out to discover where the highways of the Internet would lead me, the researcher-practitioner, in terms of the teaching and learning of mathematics in an online world of my own design. The venue was a virtual environment which had shifted from inter-active to inter-personal, from digital text to digital dialogue, and which had the potential to morph the traditional student role into a more engaging self-organizing instructor role. My primary research questions became: What would be the lived experiences, both cognitive and affective, of adult learners taking an online program in developmental mathematics, without any face-to-face contact or means of support? Moreover, would our learning together be hindered or be enhanced by this disassociation of persons in both space and time? The research took the form of an empirical case study by way of narrative inquiry but was encapsulated within a hermeneutical interpretative framework. The findings led me to a re-conceptualized notion of a face-to-face classroom ensconced within a virtual world – a place of learning, even deep learning, a place of community with its resonances and its discordances, and an enduring legacy.
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- Graduation date
- Spring 2014
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- Type of Item
- Thesis
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- Degree
- Doctor of Philosophy
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- License
- This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.