Dynamic and Interactive Tools to Support Teaching and Learning

The use of technological learning tools has been increasingly recognized as a useful tool to promote students’ motivation to deal with, and understand, mathematics concepts. Current digital technology allows students to work interactively with a large number and variety of graphics, complementing the theoretical results and often used paper and pencil calculations. The computer algebra system Mathematica is a very powerful software that allows the implementation of many interactive visual applications. The main goal of this work is to show how some new dynamic and interactive tools, created with Mathematica and available in the Computable Document Format (CDF), can be used as active learning tools to promote better student activity and engagement in the learning process. The CDF format allows anyone with a computer to use them, at no cost, even without an active Wolfram Mathematica license. Besides that, the presented tools are very intuitive to use which makes it suitable for less experienced users. Some tools applicable to several mathematics concepts taught in higher education will be presented. This kind of tools can be used either in a remote or classroom learning environment. The corresponding CDF files are made available as supplement of the online edition of this article.

The Mediating Effect of Classroom Learning Environment on the Relationship Between Filipino Language Anxiety and Coping Strategies

This study aims to identify the effect of the classroom-learning environment as a mediator on the relationship between Filipino language anxiety and the coping strategies of college students. This research was undergone by quantitative research design using descriptive and correlation method via mediation analysis. This study uses stratified random sampling; the data was gathered using survey questionnaires involving 300 respondents from first-year colleges to fourth-year college) students. In response to the hypothesis of this study, correlation analysis was used together with the Pearson r and Mediation Analysis using Sobel z Test. The result has shown that Filipino language anxiety and coping strategies have a strong and positive relationship. A strong and positive relationship was also found between Filipino language anxiety and classroom learning environment and the relationship between classroom learning environment and coping strategies. Furthermore, using the Sobel z test, the research found that the effect of the classroom-learning environment partially mediated the relationship between Filipino language anxiety and coping strategies.

Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines

Aims: To determine the classroom learning environment in terms of goal orientation, physical facilities, student-student interaction, teacher-student interaction, method of teaching, and the degree of self-efficacy in mathematics; and establish if there is a significant relationship between their classroom environment and the degree of self-efficacy in mathematics. Study Design: Descriptive correlational research design. Place and Duration of Study: College of Engineering, University of Eastern Philippines, Catarman, Northern Samar in the school year 2012-2013. Methodology: Complete enumeration of 260 freshmen students from the College of Engineering courses: Bachelors of Science in Agricultural Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering enrolled in Mathematics were surveyed using the 50-item Learning Environment Schedule developed by Sunitha and Mathematics Self-efficacy Survey developed by Betz and Hackett. The data gathered were tabulated, analyzed, and treated statistically using the Statistical Package for Social Sciences (SPSS 16.0 Version). Results: With the total score of 50594 out of 65000 and a mean of 3.89, the respondents found the classroom learning environment in terms of goal; orientation, physical facilities, student-student interaction, teacher-student interaction, and methods of teaching to be favorable; that the total score of 17634 and a mean of 3.61 showed that respondents had much confidence or had high self-efficacy in Mathematics; and that the Pearson r of .187 with the respective significant value of .001, ,000, ,011, and,000, goal orientation, student-student interaction, teacher-student interaction and methods of teaching were found to have a significant relationship with self-efficacy in mathematics; and only physical facilities was not significantly correlated to self-efficacy in mathematics. Conclusion: Classroom learning environment variables are significantly related to self-efficacy in mathematics.

Adaptation and Perception of Online Learning during COVID-19 Pandemic by Albanian University Students

The aim of this study is to evaluate the perceptions and challenges of Albanian students during online learning carried out due to COVID-19 pandemic. The students were invited via email to give their perception of ongoing online learning. Responses were obtained from 627 college students from various study fields, such as natural, medical, and life sciences. The results showed that students had a more positive attitude towards the classroom learning environment. The main challenges that students faced were the unavailability of internet connection and the lack of technology devices. Students enrolled in technology-based programs and also those with high academic performance were more comfortable and satisfied with online classes (p0.001). The % of students who preferred the learning process be continued in the classroom was higher than those who preferred online education or a combination of both on-campus and online learning environments (p0.001). Students firmly state that online learning cannot replace the classroom. The findings suggested that Albanian students are not familiar enough with technology-based education. Online teaching must be integrated gradually into Albanian education depending also on students’ characteristics. The learning process must be effectively organized by professors, taking into account students’ dissatisfactions and difficulties with e-learning and considering the overall limitations of this method.

Effective Coaching Through Webinar-Integrated Tools

Webinars are very powerful yet less used strategies for building the capacity of teachers to improve their pedagogical and andragogical practice, let alone to be used by teachers to offer education to their learners. The classroom learning environment has evolved to meet the needs of today and tomorrow by providing students with access to technology and online resources that support instruction especially during times when face-to-face interactions are impossible. This chapter offers research-based experience for the limitations and framework solution for effectively applying webinar through integrative tools as a framework for coaching educationists to promote active learning in blended environments. This chapter proposes an implementation framework based on a situation awareness model within empathetic participatory design principles. This model results in empowering and motivational outcomes for the instructors to extend the application of the use of the webinar tools among their fellow instructors.