2011

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 verenyükseköğretim kurumlarının sayılarının artmasına neden olmakla kalmamış, geleneksel yüz yüzeeğitim veren yükseköğretim kurumlarının da çevrimiçi uzaktan eğitim programları açmalarınaneden olmuştur. Bu çalışma, matematik ve matematik eğitimi alanında görev yapan öğretimüyelerinin çevrimiçi matematik öğretimi konusuna bakışlarını nitel bir yaklaşımla ele almayıamaçlamaktadır. Çalışma, 2013-2014 bahar döneminde, farklı çevrimiçi öğrenme deneyimlerinesahip olan sekiz öğretim üyesinin katılımıyla gerçekleştirilmiştir. Katılımcıların her biriyle,bireysel, yarı yapılandırılmış görüşmeler yapılmıştır. Veri analizi temaların görüşme sorularınaeklenmesiyle başlamış, veri toplama sürecinde temalar yeniden yapılandırılmıştır. Temalarçalışmanın genel çerçevesini ortaya koymuş, katılımcıların çevrimiçi matematik öğretimine ilişkingörüşleri arasındaki benzerlik ve farklılıkların belirlenmesi amacıyla kodlar belirlenmiştir. Verianalizi, matematikçiler için çevrimiçi matematik öğretimine dair en önemli kaygının bir disiplinolarak matematiğin doğası olduğunu, matematik eğitimcileri için ise matematik öğretimiyönteminin doğası olduğunu göstermiştir. Her iki grup da, yüz yüze sınıf ortamı ile çevrimiçiteknolojilerin birbirlerini tamamlayıcı olarak kullanıldığı karma bir yaklaşımın matematik öğretimiiçin daha etkin olacağı konusunda hemfikirdir. Daha önceden çevrimiçi öğrenme deneyimine sahipkatılımcıların matematik öğretiminde çevrimiçi teknolojilerin kullanımına ilişkin daha olumlu birbakışa 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 theemergence of completely online higher education institutions, but it has also impelled manytraditional universities to open fully online degree programmes. The aim of this study is aqualitative review of the perspectives of faculty members teaching mathematics about teachingmathematics online. The study was conducted during the 2013-2014 spring semester, with theparticipation of eight faculty members from different online learning backgrounds, with individualsemi-structured interviews conducted with each participant. The data analysis procedure startedwith the themes embedded into interview questions, and then re-constructed during the datagathering process. The themes set forth the general framework for the study, and then the codeswere specified to identify differences and similarities between and among the participants withrespect to teaching mathematics online. Data analysis showed that the most important concern formathematicians 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 theface-to-face classroom environment and online technologies were used complementarily.Participants with prior online learning experience were considered to have more a positiveperspective about using online technologies for teaching mathematics.

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