Remote active learning
DOI:
https://doi.org/10.21100/msor.v20i1.1308Keywords:
playful learning, active learning, online engagement, peer learning, polling softwareAbstract
Following the necessary shift to online learning in mathematics due to the COVID-19 pandemic, it was widely reported across the sector that encouraging students to engage in online synchronous sessions was very challenging. In this case study, the design and delivery of synchronous sessions for a large Year 1 mathematics module will be discussed. These synchronous sessions utilised an active learning approach which sought to address the difficulties in online learning through a focus on playfulness and games. This approach created opportunities for peer learning and successfully encouraged student engagement and interaction.References
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