Date of Award

2016

Publication Type

Doctoral Thesis

Degree Name

Ph.D.

Department

Education

Keywords

Community College, Foundational Mathematics, Information and Communication Technology, Self-awareness, Self-regulation

Supervisor

Martinovic, Dragana

Rights

info:eu-repo/semantics/openAccess

Abstract

Awareness of how one learns, and the ability to regulate one’s learning for Ontario community college students taking a foundational mathematics course can be enhanced by a learning intervention which relies on the affordances of information and communication technology (ICT). An abundance of research was found on each these aspects independently, yet a deficiency in the literature exists that intertwines these facets. This non-sequential mixed-methods study utilized the affordances provided by an investigator-designed learning intervention. Seventeen students in a Mathematics Foundations for Technology (MFT) course participated in a learning intervention which consisted of surveys, the creation of studynote and screencast artefacts, scaffolded learning materials delivered via interactive software and pen-based tablet PC computing, and coursework maintained on the learning management system (LMS). Surveys gathered information regarding demographics, learning styles, attitude towards learning mathematics with technology, and ability to self-regulate. Students had the opportunity to experience and design artefacts, which were shared and tracked through the LMS. Reflective and active learners created studynote (a one-page document) and screencast (an audio and visual recording) artefacts, respectively. Six students participated in semi-structured interviews. Little statistically significant data was obtained over the six-week intervention. Student comments illustrated that to create an artefact, they set goals and structured their environment, planned task strategies and managed their time. When artefacts were shared via the LMS, students evaluated and compared their product with others, and determined if further help should be sought. All of these elements contributed to a transformation in self-regulation skill. Findings were illustrated through a model which demonstrated how the wide scope of resources within a learning intervention, afforded through the use of ICT, can be streamlined to benefit students. This narrowing requires students to be able to identify their learning preferences to guide their choice of resource. Recommendations for future research demonstrate that a greater understanding of how students prefer to learn, and can regulate their learning while using ICT, will afford a pathway for those who are hesitant or struggle in mathematics.

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