In-Service Mathematics Teachers’ Perceptions toward Synchronous and Asynchronous Online Discussions

ID: 35201 Type: Brief Paper
  1. Heng-Yu Ku, University of Northern Colorado, United States
  2. Chatchada Akarasriworn, Srinakharinwirot University, Thailand
  3. Lisa Rice, University of Wyoming, United States
  4. David Glassmeyer and Lori Sachau, University of Northern Colorado, United States

Monday, March 5 5:15-5:35 PM Location: Capitol A View on map

Presider: Chieu Vu-Minh, University of Michigan, United States

Abstract: Online instructors typically use two forms of computer mediated communication technologies, synchronous and asynchronous, to promote interactions between instructors and students and among students. The researchers in this study examined participants’ perceptions of a Master’s degree program in Mathematics designed for secondary mathematics teachers. During one spring semester, survey data were collected to identify in-service mathematics teachers’ perceptions toward synchronous and asynchronous online discussions. The results revealed that participants favored synchronous small group online discussions. Recommendations to instructors and course developers are also made to help support teaching and learning in online courses.

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