Mathematics Pedagogies and Assessment Practices in Semester System at Tribhuvan University DOI Open Access
Bed Raj Acharya, Indra Mani,

Lila Dhar Acharya

et al.

Mathematics Education Forum Chitwan, Journal Year: 2022, Volume and Issue: 7(7), P. 11 - 37

Published: Dec. 31, 2022

The study sought to evaluate the goal of developing a student-friendly semester system in context Tribhuvan University, Nepal, by examining teaching-learning and evaluation methodologies used mathematics education. Using qualitative research methodology, this was conducted. Three educators six students were carefully chosen as study's primary participants. Guidelines for interviews, observations, focus group discussions (FGD) utilized collect data. Transcribing, coding, classifying, producing themes sequentially employed examine textual material. It discovered that teacher collaborative communicative practices, resulting more student involvement with learning. In addition, they have blended approach instruction emphasizes using information communication technology (ICT) resources. They been variety ways mathematics. However, placed less emphasis on think pair share tactics process. Thus, delightful teaching through digital tools, Moodle platform, flipped pedagogy, art-based learning, transformative techniques represented shifts educational practices.

Language: Английский

Is online teaching teaching? A framework for understanding the costs and benefits DOI Creative Commons

Pål Anders Opdal

Discover Education, Journal Year: 2025, Volume and Issue: 4(1)

Published: March 17, 2025

Language: Английский

Citations

0
Do we need Moodle in medical education? A review of its impact and utility DOI Creative Commons
Seri Jeong, Hyunyong Hwang

Kosin Medical Journal, Journal Year: 2023, Volume and Issue: 38(3), P. 159 - 168

Published: Sept. 22, 2023

Various learning management systems (LMSs) are available to facilitate the development, management, and distribution of digital resources for both face-to-face online instruction. In recent decades, these methods have shown potential greater efficiency compared traditional "chalk talk" approaches. Additionally, they paved way establishment ubiquitous environments, marking a new era in education. trend accelerated by coronavirus disease 2019 pandemic, LMSs been increasingly adopted overcome restrictions inherent in-person medical education, such as Moodle, Canvas, Blackboard Learn, others introduced used support teaching, learning, assessment activities. Of these, Moodle stands out most popular choice many schools institutions, primarily due its flexibility, functionality, user-friendliness. The environment is gradually transforming from teaching hybrid educational approach, driven need fulfill diverse demands. Numerous research studies examined usability demonstrating effectiveness addressing challenges related adaptive personalized collaborative blended more. Consequently, has emerged valuable solution educators seeking versatile robust platform enhance their methodologies. present review focuses on practical utilization education advantages it offers this field.

Language: Английский

Citations

7
Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers DOI Creative Commons
Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant

et al.

Advances in Mobile Learning Educational Research, Journal Year: 2023, Volume and Issue: 3(1), P. 739 - 747

Published: May 15, 2023

This action research study explored how peer assessment can help students and teachers evaluate algorithm problem-solving skills in mathematics. The used a self- peer-assessment activity Moodle to assess 18 out of 40 Grade X (10 boys eight girls) from Kathmandu Valley, Nepal school. solved problems arithmetic, algebra, statistics, geometry. followed the methodology planning, implementing, assessing, discussing interventions outcomes. results show that workshop engage solving also discusses cognitive constructivist theories explain some this activity's unique aspects potential uses. Moreover, highlights benefits challenges mathematics for enhancing students' interest abilities classroom. suggests develop analytical evaluative using evaluation criteria their peers' work. implies are proactive, critical, collaborative learners who use self-and improve mathematical solve

Language: Английский

Citations

6
Exploration of the Workshop activity for peer assessment in online courses of mathematics DOI Creative Commons
Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant

et al.

Advances in Mobile Learning Educational Research, Journal Year: 2022, Volume and Issue: 2(2), P. 475 - 482

Published: Jan. 1, 2022

This paper explores the use of Workshop activity in teaching mathematics courses. Using a workshop as learning and evaluation tool for MPhil Mathematics Education's Graph Network course, study's goal was to find best way get st(udents involved peer assessment. The Moodle is, some extent, robust assessment (but not limited to). Based on specified rubrics, students add their assignments/submissions. These assignments/submissions are later allocated randomly amongst peers, at least three, assess with anonymity based aspects provided by course facilitators. Likewise, this helps foster students' skills against peers' submissions. Subscribing experiment research methodology under qualitative research, practical pedagogical uses three episodes education were planning, intervening, assessment, evaluation. shows that is helpful looks how key affordances can be used conduct self-assessment, improve engagement, develop like self findings study show engaged become active constructors knowledge. It acts an essential transform into learners. In end, provides several possibilities learn correct while assessing

Language: Английский

Citations

9
Towards Connectivism: Exploring Student Use of Online Learning Management Systems during the Covid-19 Pandemic DOI Creative Commons
Dapeng Liu, Lemuria Carter, Jiesen Lin

et al.

Online Learning, Journal Year: 2024, Volume and Issue: 28(2)

Published: June 1, 2024

The COVID-19 pandemic has had a profound global impact on students, necessitating shift towards fully remote e-learning via digital learning management systems (LMS). Despite this significant shift, there is paucity of research exploring how students varying academic performance levels engage with resources. This study addresses gap by leveraging self-regulated theory and connectivism to analyze 129,567 activity logs from an Australian public university. These encompass the online activities 313 provide insights into their utilization course files, discussion forums, gradebook, quizzes. Our analysis reveals differences in these We found that higher-performing tend view create forum posts, access quizzes more frequently, suggesting positive correlation between active engagement resources performance. However, frequency gradebook views did not significantly differ among different levels, indicating grade tracking may be strong determinant success. findings underscore importance success valuable for educators institutions designing courses strategies support student learning. also highlights need further understand nuances implications extend beyond pandemic, contributing broader discourse

Language: Английский

Citations

1
The Teaching and Learning Strategy: Do We Need Classroom to Transfer Knowledge and Values to Our Students? DOI

Muhammad Mona Adha,

Apriyanda Kusuma Wijaya,

Eska Prawisudawati Ulpa

et al.

International Journal of Social Learning (IJSL), Journal Year: 2024, Volume and Issue: 5(1), P. 123 - 139

Published: Dec. 24, 2024

Classroom learning is extremely important for students, providing a structured environment supporting their academic, social, and emotional development. allows students to interact with teachers in real time; this offers the opportunity immediate clarification, feedback, guidance, which critical deeper understanding. Building interactions by seeing stimuli gestures appropriately takes classroom where occur naturally can be observed directly. Online classes present fairly short class meetings do not involve well between teacher students. Qualitative research case study approach article reveals need direct interaction teaching-learning process. 10 respondents were middle school who taught several schools Bandar Lampung. Classrooms must used as fun spaces filled motivation related social values, cooperation, respect, empathy, thinking, responsibility are essential student’s holistic

Language: Английский

Citations

1
Integrating Collaborative ICT Tools in Higher Education for Teaching and Learning DOI
Niroj Dahal

Advances in educational technologies and instructional design book series, Journal Year: 2023, Volume and Issue: unknown, P. 143 - 156

Published: April 25, 2023

In this chapter, the author will discuss his experiences working collaboratively to teach and learn in order create an engaged pedagogy by subscribing action research methodologies various semesters that involves (PGD, Master, MPhil) students of 2019-2021 batches techno-pedagogy its trend learning. This chapter presents ongoing learning conducted within context researcher's teaching practice. The provide examples some PGD, MPhil students' technological collaborative activities (i.e., LMS, Google Apps, other open sources), including forum discussions, choices, managing quizzes, lesson study, workshops, Docs (Doc, PowerPoints, Jamboard), which are created for on-campus, online, distance Nepali universities (namely, Kathmandu University Nepal Open University).

Language: Английский

Citations

3
Integrating Collaborative Annotation into Higher Education Courses for Social Engagement DOI
Mark Patrick McCormack,

John G. Keating

Lecture notes in networks and systems, Journal Year: 2024, Volume and Issue: unknown, P. 84 - 89

Published: Jan. 1, 2024

Language: Английский

Citations

0
Teaching Practices for Engaged Mathematics Learning with ICT Tools: An Educator’s Perspectives DOI Open Access
Tara Paudel

Pragyaratna प्रज्ञारत्न, Journal Year: 2023, Volume and Issue: 5(1), P. 119 - 128

Published: Nov. 3, 2023

Teaching practice is a training course for the students of Faculty Education at Tribhuvan University, Nepal. To make teaching realistic, practical, skillful, and meaningful, collaborative approach information communication technology (ICT) tools play significant role in mathematics classrooms. In this context, research study explores context student teachers' to use engagement learning approaches integrated with ICT classroom. Bruner's theory Kearsley Shneiderman's have been used as theoretical referents study. The methodology section comprises class observation teachers an interview session head teacher, each boy girl student. results reveal that strategy enhances interest confidence among groups, which linked knowledge, strengthening skill growth producing qualified human resources mathematics. This motivates students, teachers, teacher educators.

Language: Английский

Citations

0
ENSURING HIGHER LEARNING OUTCOMES THROUGH E-LEARNING: AN EXAMPLE OF KATHMANDU UNIVERSITY SCHOOL OF EDUCATION, NEPAL DOI Open Access
Niroj Dahal,

Chandra Prasad Luitel,

Binod Pant

et al.

Published: July 15, 2023

In this reflective paper, the authors discuss their experiences of developing e-learning courses to teach and learn create an engaged pedagogy in various semesters at Kathmandu University School Education, Nepal, that involves (PGD,

Language: Английский

Citations

0