Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards

Oi-Lam NG, Fridolin Sze Thou TING, Wai Hung LAM, Minnie LIU

Research output: Contribution to journalArticlespeer-review

9 Citations (Scopus)

Abstract

It has been well documented that active learning (AL) improves student learning outcomes in education. This quasi-experimental study explores the effect of active learning on students’ knowledge of calculus concepts, in the form of the Calculus Concept Inventory (CCI), regular assignment scores, and test scores, during an 8-week calculus tutorial program. The active pedagogies used were cooperative problem-based learning and peer assessment, implemented using an interactive online whiteboard (IOWB) called RealtimeBoard. This study reveals statistically significant evidence that active learning increases students’ conceptual understanding and graded assignment performance in a first-year calculus class in Hong Kong. Furthermore, this study contributes towards a better understanding of how active learning can be implemented effectively in Asian tertiary mathematics education. Copyright © 2019 De La Salle University.

Original languageEnglish
Pages (from-to)285-294
JournalThe Asia-Pacific Education Researcher
Volume29
Issue number3
Early online dateSep 2019
DOIs
Publication statusPublished - Jun 2020

Citation

Ng, O.-L., Ting, F., Lam, W. H., & Liu, M. (2020). Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards. The Asia-Pacific Education Researcher, 29(3), 285-294. doi: 10.1007/s40299-019-00481-1

Keywords

  • Active learning
  • Mathematics
  • Problem-based learning
  • Peer assessment
  • Interactive online whiteboards

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