Module 7: Web-based Learning

This blog post lists several web-based resources that could be integrated into a class curriculum. My teaching discipline will be Mathematics and so the resources discussed will be most relevant to this subject area. The use of web-based resources in mathematics education can result in higher participation from students as well as a potentially better understanding of mathematical concepts (Baki & Guveli, 2008) and so strategies detailing how these resources can be incorporated into lessons are presented here. 

One web-based resource that is particularly useful in mathematics education is online graphing tools and calculators such as Desmos and GeoGebra. These tools are capable of drawing function graphs, processing operations with symbols and doing calculations on columns of data frames  Such technology can allow students to learn mathematical concepts in more depth than traditional non-digital graphing techniques (Jonassen, Peck, & Wilson, 1999). This resource can be incorporated into lessons as a checking system for students to self-mark their graphing and calculation work. It can also be used to provide visualisations of more complicated equations that are difficult to graph by hand and so quickly demonstrate to students the effect of varying parameters of these equations. 

There are also online practise tests and games available for mathematics topics with sites such as Math Drills and MathsFrame. These drill and practice activities enforce learning of foundational facts and knowledge of mathematics which can then be built upon with problems that require more complex and higher order thinking (Baki & Guveli, 2008). This task could be used at the beginning of a new topic as a pre-test to ensure students skills required for the topic are refined and at the end of topics to review students knowledge and allow them to determine which areas they need to focus more attention. 

Online instructional material such as TEDed Math videos, which explains mathematical topics in way that is more applicable and entertaining than traditional delivery methods like textbooks. Graphics and cultural references are used to present mathematical principles in order to captivate and motivate students. Using such a resource within a class may not be optimal given that it is simply an instructional resource but it could be beneficial for students to use for revision or additional clarification on areas not understood in class. 


References

Baki, A. & Guveli, E. (2008). Evaluation of a web based mathematics teaching material on the subject of functions, Computers & Education, 51(2), pp. 854-863. Retrieved from http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S0360131507001017?via%3Dihub


Jonassen, D., Peck, K. & Wilson, B. (1999). Learning with technology: A constructivist perspective. Prentice Hall, New Jersey.

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