Remote active learning

Ewan Russell

Abstract


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.


Keywords


playful learning; active learning; online engagement; peer learning; polling software

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References


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DOI: https://doi.org/10.21100/msor.v20i1.1308

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