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

, University of Northern Colorado, United States ; , Srinakharinwirot University, Thailand ; , University of Wyoming, United States ; , , University of Northern Colorado, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Ku, H.Y., Akarasriworn, C., Rice, L., Glassmeyer, D. & Sachau, L. (2012). In-Service Mathematics Teachers’ Perceptions toward Synchronous and Asynchronous Online Discussions. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 545-551). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2019 from .

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