Engaging Mathematics Student-Teachers in an Open Distance e-Learning Context

Autor/in	Jojo, Zingiswa
Titel	Engaging Mathematics Student-Teachers in an Open Distance e-Learning Context
Quelle	In: Perspectives in Education, 40 (2022) 1, S.196-211 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jojo, Zingiswa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v40.i1.12
Schlagwörter	Distance Education; Graduate Students; Teacher Education Programs; Learner Engagement; Open Universities; Mathematics Education; Student Attitudes; Preservice Teachers; Student Behavior; Emotional Response; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Offene Universität; Mathematische Bildung; Schülerverhalten; Student behaviour; Emotionales Verhalten; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Isolation, lack of connection and/or belonging, difficulty maintaining engagement and motivation for learning are common complaints for students separated from teaching and support staff in distance education. Using a mixed-methods approach, this article utilises dimensions of student engagement: cognitive, emotional and social behaviour to argue on student-teachers' engagement in mathematics learning for teaching in the Open Distance e-Learning (ODeL) context. A survey was administered to 654 students in an institution registered for Postgraduate Certificate in Education mathematics didactics course. Furthermore, five of the students were interviewed using emails and audio-recorded telephone calls. Findings reveal that student-teachers sometimes feel hopeless due to connectivity and data issues, which then impacts their time to engage with mathematics content. They also revealed that when they engage in discussion forums, they enjoy learning mathematics with their peers. It was also revealed that feedback on their assignments guides them on the correctness of their solutions as they otherwise would not have been able to do this on their own. It is recommended that further work be done to establish how cognitive engagement with mathematics can be positively impacted in an ODeL context. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01