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Active Learning in Undergraduate Mathematics Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards

  • Oi-Lam NgEmail author
  • Fridolin Ting
  • Wai Hung Lam
  • Minnie Liu
Regular Article

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.

Keywords

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

Notes

Acknowledgements

This project is funded by the University Grants Council of Hong Kong. Grant tittle: “Developing Active Learning Pedagogies and Mobile Applications in University STEM Education” (PolyU2/T&L/16-19).

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Copyright information

© De La Salle University 2019

Authors and Affiliations

  1. 1.Department of Curriculum and Instruction, Faculty of EducationThe Chinese University of Hong KongShatinHong Kong
  2. 2.Department of Applied MathematicsThe Hong Kong Polytechnic UniversityKowloonHong Kong
  3. 3.Faculty of EducationSimon Fraser UniversityBurnabyCanada

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