Learning from Design Failures: A Virtual Mathematics Tutoring Program

Autor/inn/en	Zydney, Janet Mannheimer; Hord, Casey
Titel	Learning from Design Failures: A Virtual Mathematics Tutoring Program
Quelle	In: International Journal of Designs for Learning, 14 (2023) 1, S.62-69 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Intelligent Tutoring Systems; Learning Disabilities; Students with Disabilities; Pandemics; COVID-19; College School Cooperation; Instructional Design; Decision Making; Flexible Scheduling; Barriers; Cooperative Learning; Computer Mediated Communication; Distance Education; Educational Change; Special Education Teachers; Preservice Teachers; Student Attitudes; Counselor Attitudes; High School Students; Guidance; School Counselors; Information Technology; Professional Personnel; Video Technology + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lesson concept; Lessonplan; Unterrichtsentwurf; Decision-making; Entscheidungsfindung; Flexible working hours; Flexible Arbeitszeit; Kooperatives Lernen; Computerkonferenz; Distance study; Distance learning; Fernunterricht; Bildungsreform; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schülerverhalten; High school; High schools; Oberschule; Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Informationstechnologie; Personalbestand
Abstract	In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students' work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01