asia’s best in powerpoint presentation p l a t i n u m a w a r d second place
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Asia’s Best in Powerpoint Presentation
P L A T I N U M A W A R DSecond Place
Indonesia
GPS Coordinates Of Indonesia - Latitude And Longitude Of Indonesia Decimal Minutes (GPS) : 0 50.09586 E113 33.28127 | Decimal (WGS84) : -0.834931, 113.554688 | Degrees Minutes Seconds : 0° 50' 5.7516", E 113° 33' 16.8762"
The Implementation of Online Tutorialin Abstract Algebra Course and Pre-Service
Teachers’ Perceptions toward Their Academic Achievement
I Gusti Ayu Synta Canydia Lestari [email protected]
Mathematics EducationSampoerna School of Education
INDONESIA
Background
Sampoerna School of
Education
Blended Learning
Moodle
http://sse-elearning.net
Mathematics Education
Abstract Algebra Course Online Tutorial
Framework
• Blended learning: combination of face-to-face class and e-learning
• Online Tutorial: Share, Discuss, Interactdiscussion is for contributing ideas, knowledge, and resources to the class (Garrison & Vaughan, 2008)share and connect the new idea and previous experience, provide opportunity for interaction and collaboration, also give support and feedback (Jung & Latchem, 2010)
Objectives
1. What is Pre-service teachers general impression on the
implementation of Online Tutorial?
2. What do Pre-service teachers think about the level of
thinking required by the problems given in the Online
Tutorial?
3. How do Pre-service teachers perceive on Online Tutorial
as a help to understand the concept and a support in
solving difficulties in learning?
Objectives
4. How do Pre-service teachers perceive about the
interaction and collaboration in learning through
Online Tutorial?
5. What do Pre-service teachers think about the
feedback given in Online Tutorial?
6. What are the difficulties faced by Pre-service
teachers in doing Online Tutorial?
Methods
• Participants
20 pre-service teachers intake 2009 majoring
Mathematics Education who enrolled in Abstract
Algebra Course, taken purposively.
• Data Collection
Data are obtained from (1) open-ended questionnaire
(2) interview and (3) focus group discussion.
Results and Discussion
Responses are categorized in to six main topics:
1. General impression on Online Tutorial
2. Opinion about type of problems discussed in Online
Tutorial
3. Helpfulness of Online Tutorial for the learning
4. Opinion on the Feedback
5. Difficulties when doing Online Tutorial
6. Suggestion for Online Tutorial
1. General Impression on Online Tutorial
Positive (+) Negative (-)
- A new thing, very interesting to try
- Interactive, communicate between users
- Time flexibility
- Challenging problems
- Able to learn from each other
- Exercise more outside the class
- Right away feedback
- Tolerate mistakes
- Get 2 points
- Typing needs too much time
- Only the fastest person who answers first will get the points.
- The race in time makes some students feel under pressure.
- No much opportunity for slower paced learners.
- Not all students participate
- Only students-lecturer interaction, rarely student-student interaction seen.
2. Type of problems discussed in Online Tutorial
Problems given are challenging and need Higher Order Thinking
(HOT) to solve, because:
• It is difficult to solve just by relying on previous exercise or
searching the answer on the internet
• The questions are different to what have been discussed in class
• Open-ended, leaving space to explore
• Need deep analysis and proofing
• Some questions are tricky
3. Online Tutorial as a helpful source of learning
Get their work checked, revise it again
Enrich knowledge
Learn from feedback
Learn from other students’ works
Exercise more outside the class
Preparing exam.
4. Difficulties faced doing Online Tutorial
o The problems are sometimes too hard for some students.
o Misunderstanding the problems (often caused by the
language issues in understanding the problems given).
o Internet connection at home is problematic
o Writing the symbol and equation is confusing at first and
takes a lot of time.
o Some students say that the time given for answering the
problems is too short.
5. Students’ response to the Feedback given in Online Tutorial
• Mostly, students react positively toward the
feedback.
(appreciated, helping in revising their answer)
• Some students feel confused by the feedback.
(“why my answer is not correct?”)
• Some students prefer the feedback to be simple,
they can explore by themselves to get the right
answer.
6. Suggestion for improvement of Online Tutorial
Make a clearer leveling of problems form easy-
intermediate-difficult with different scoring (points) for
each level.
Give hints for difficult problems when necessary.
Put key answers or solution at the end.
Put more open-ended problems.
Make a fix schedule of time to posting the problems and
to close the discussion.
Conclusions
• Ahmed and Wall (2007) stated that in learning, we need to
allow student to choose activity they thing will be the most
beneficial for their learning.
• Online Tutorial is designed in purpose of providing a help for
learning Abstract Algebra course better.
• Mostly, students show positive impression on the Online
Tutorial and think it is helpful for their learning. It still need
improvement, especially on coverage of students in all layer.
What next?
There is limitation of this study in number of participants
and the scope of study which is only in one teacher college.
A quantitative study to see the correlation of the
implementation of Online Tutorial and students’ academic
achievement in learning Abstract Algebra will add better
understanding about this topic of study.
Thank you
I Gusti Ayu Synta Canydia LestariMathematics Education
Sampoerna School of [email protected]