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Hong K, Tan K, Lai K (2009). Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers. eleed, Vol. 5. (urn:nbn:de:0009-5-19999)

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%0 Journal Article
%T Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers
%A Hong, Kian-Sam
%A Tan, Kock-Wah
%A Lai, Kim-Leong
%J eleed
%D 2009
%V 5
%N 1
%@ 1860-7470
%F hong2009
%X This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.
%L 370
%K critical thinking
%K e-learning
%K mathematical problem solving
%K online course
%K satisfactions
%K social constructivist
%U http://nbn-resolving.de/urn:nbn:de:0009-5-19999

Bibtex

@Article{hong2009,
  author = 	"Hong, Kian-Sam
		and Tan, Kock-Wah
		and Lai, Kim-Leong",
  title = 	"Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers",
  journal = 	"eleed",
  year = 	"2009",
  volume = 	"5",
  number = 	"1",
  keywords = 	"critical thinking",
  keywords = 	"e-learning",
  keywords = 	"mathematical problem solving",
  keywords = 	"online course",
  keywords = 	"satisfactions",
  keywords = 	"social constructivist",
  abstract = 	"This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya's Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants' attitudes toward mathematics, while the participants' skills in problem solving for ``understand the problem'' and ``devise a plan'' steps based on the Polya's Model were significantly enhanced, though no improvement was apparent for ``carry out the plan'' and ``review''. The results also showed that there were significant improvements in the participants' critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants' achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-19999"
}

RIS

TY  - JOUR
AU  - Hong, Kian-Sam
AU  - Tan, Kock-Wah
AU  - Lai, Kim-Leong
PY  - 2009//
TI  - Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers
JO  - eleed
VL  - 5
IS  - 1
KW  - critical thinking
KW  - e-learning
KW  - mathematical problem solving
KW  - online course
KW  - satisfactions
KW  - social constructivist
N2  - This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-19999
ID  - hong2009
ER  -

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ISI

PT Journal
AU Hong, K
   Tan, K
   Lai, K
TI Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers
SO eleed
PY 2009
VL 5
IS 1
DE critical thinking; e-learning; mathematical problem solving; online course; satisfactions; social constructivist
AB This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.
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Full Metadata

Bibliographic Citation eleed, Vol. 5, Iss. 1
Title Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers (eng)
Author Kian-Sam Hong, Kock-Wah Tan, Kim-Leong Lai
Language eng
Abstract This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya’s Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while participating in such courses.
Subject critical thinking, e-learning, mathematical problem solving, online course, satisfactions, social constructivist
Classified Subjects
ddc
  • 153.15, learning
  • 371.358, electronic distance education
  • 378.01, higher education for specific objectives
  • 378.17, methods of instruction and study
  • 510, mathematics
  • 658.401, planning, policy making, control, quality mangement
  • 658.406, managing change
pacs
  • C7310, mathematical computing
  • C7260, information science education
  • D2030, education and training it applications
DDC 370
Rights fDPPL
URN: urn:nbn:de:0009-5-19999
Language
  1. Deutsch
  2. English
Contents
1. Introduction
1.1 Aims of the study
2. Literature review
2.1 Constructivism and Web based Learning
2.2 Satisfactions with online courses
2.3 Perceptions toward online courses
2.4 Studies on online mathematics/ mathematical problem solving course
3. Research methodology
3.1 Research design
3.2 Research participants
3.3 Research instruments
3.4 The online mathematical problem solving course
3.5 Data analysis
4. Results
4.1 Satisfactions with the online course
4.2 Perceptions of the course delivery system and course structure
4.3 Learning Autonomy
4.4 Interactions in the online asynchronous discussion
4.5 Attitudes toward mathematics
4.6 Critical thinking skills
4.7 Mathematical problem solving skills
4.8 Demographic characteristics and course achievements
5. Discussions
5.1 Course satisfactions and aspects of the course that aid learning process
5.2 Aspects of the course that hinder learning process
5.3 Attitudes toward mathematics and critical thinking skills
5.4 Mathematics problem solving skills
5.5 Respondents’ characteristics and course achievements
6. Conclusions
References
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