Faculty Members' Perspectives on Teaching Mathematics Online: Does Prior Online Learning Experience Count?

Bilgi ve iletişim teknolojilerinde yaşanan hızlı değişim, yalnızca açık ve uzaktan eğitim veren yükseköğretim kurumlarının sayılarının artmasına neden olmakla kalmamış, geleneksel yüz yüze eğitim veren yükseköğretim kurumlarının da çevrimiçi uzaktan eğitim programları açmalarına neden olmuştur. Bu çalışma, matematik ve matematik eğitimi alanında görev yapan öğretim üyelerinin çevrimiçi matematik öğretimi konusuna bakışlarını nitel bir yaklaşımla ele almayı amaçlamaktadır. Çalışma, 2013-2014 bahar döneminde, farklı çevrimiçi öğrenme deneyimlerine sahip olan sekiz öğretim üyesinin katılımıyla gerçekleştirilmiştir. Katılımcıların her biriyle, bireysel, yarı yapılandırılmış görüşmeler yapılmıştır. Veri analizi temaların görüşme sorularına eklenmesiyle başlamış, veri toplama sürecinde temalar yeniden yapılandırılmıştır. Temalar çalışmanın genel çerçevesini ortaya koymuş, katılımcıların çevrimiçi matematik öğretimine ilişkin görüşleri arasındaki benzerlik ve farklılıkların belirlenmesi amacıyla kodlar belirlenmiştir. Veri analizi, matematikçiler için çevrimiçi matematik öğretimine dair en önemli kaygının bir disiplin olarak matematiğin doğası olduğunu, matematik eğitimcileri için ise matematik öğretimi yönteminin doğası olduğunu göstermiştir. Her iki grup da, yüz yüze sınıf ortamı ile çevrimiçi teknolojilerin birbirlerini tamamlayıcı olarak kullanıldığı karma bir yaklaşımın matematik öğretimi için daha etkin olacağı konusunda hemfikirdir. Daha önceden çevrimiçi öğrenme deneyimine sahip katılımcıların matematik öğretiminde çevrimiçi teknolojilerin kullanımına ilişkin daha olumlu bir bakışa sahip oldukları görülmüştür.

Öğretim Üyelerinin Çevrimiçi Matematik Öğretimine Bakışları: Çevrimiçi Öğrenme Deneyimi Bakış Açısını Değiştiriyor Mu?

Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many traditional universities to open fully online degree programmes. The aim of this study is a qualitative review of the perspectives of faculty members teaching mathematics about teaching mathematics online. The study was conducted during the 2013-2014 spring semester, with the participation of eight faculty members from different online learning backgrounds, with individual semi-structured interviews conducted with each participant. The data analysis procedure started with the themes embedded into interview questions, and then re-constructed during the data gathering process. The themes set forth the general framework for the study, and then the codes were specified to identify differences and similarities between and among the participants with respect to teaching mathematics online. Data analysis showed that the most important concern for mathematicians in teaching mathematics online was the nature of mathematics as a discipline, while for mathematics educators it was the nature of the methodology in teaching mathematics. Both groups agreed on the efficiency of a blended approach for teaching mathematics, where the face-to-face classroom environment and online technologies were used complementarily. Participants with prior online learning experience were considered to have more a positive perspective about using online technologies for teaching mathematics.

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