Mathematicians generally prefer less on the use of Virtual Learning Environment (VLE) in teaching mathematics at university thinking that this mode of learning can reduce the rigor of mental thinking needed to learn mathematics. This study tries to explore whether VLE promote engaged and interactive learning environment to master’s students. It further draws critically the major opportunities and challenges that the teacher/students experienced while using VLE. This is an experimental case study, a part of a longitudinal study in CDED. Intervention is the learning platform Moodle with e-pedagogy blending with conventional mode, starting with more conventional less e-pedagogy and latter increasing the amount of e-pedagogy and lessening the conventional. VLE as case was introduced in teaching Projective Geometry among thirty-six students of Master's in Education (Mathematics). The instrument used in this study were baseline and end line survey questionnaire, observation checklist, interview-guideline and archive analysis. The results showed that students were found more interactive in learning through VLE being engaged emotionally, socially, and cognitively. Among different activities and resources in Moodle as VLE, quiz came out effective activity and videos as most preferred resource for the students of all types- fast as well as show learners. Personal computing device, internet connectivity, and teachers’ efficiency in using ICTs tools, maximizing teacher’s presence in learning support were found as major challenges in using VLE. Despite the challenges, the major opportunities that VLE contributed in F2F classes were to improve study habits, make study more active, provides opportunity to learn and re-learn and to clarify the concepts. This gives the implication that the F2F courses need to be designed integrating VLE in an appropriate way.
| Published in | Education Journal (Volume 5, Issue 6) |
| DOI | 10.11648/j.edu.20160506.11 |
| Page(s) | 126-135 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2016. Published by Science Publishing Group |
Moodle, Mathematics Education, ICT in Education, Engaged and Interactive Learning, Nepal
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APA Style
Bed Prasad Dhakal, Lekhnath Sharma. (2016). Virtual Learning Environment (VLE) in Mathematics Education. Education Journal, 5(6), 126-135. https://doi.org/10.11648/j.edu.20160506.11
ACS Style
Bed Prasad Dhakal; Lekhnath Sharma. Virtual Learning Environment (VLE) in Mathematics Education. Educ. J. 2016, 5(6), 126-135. doi: 10.11648/j.edu.20160506.11
AMA Style
Bed Prasad Dhakal, Lekhnath Sharma. Virtual Learning Environment (VLE) in Mathematics Education. Educ J. 2016;5(6):126-135. doi: 10.11648/j.edu.20160506.11
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Download@article{10.11648/j.edu.20160506.11,
author = {Bed Prasad Dhakal and Lekhnath Sharma},
title = {Virtual Learning Environment (VLE) in Mathematics Education},
journal = {Education Journal},
volume = {5},
number = {6},
pages = {126-135},
doi = {10.11648/j.edu.20160506.11},
url = {https://doi.org/10.11648/j.edu.20160506.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160506.11},
abstract = {Mathematicians generally prefer less on the use of Virtual Learning Environment (VLE) in teaching mathematics at university thinking that this mode of learning can reduce the rigor of mental thinking needed to learn mathematics. This study tries to explore whether VLE promote engaged and interactive learning environment to master’s students. It further draws critically the major opportunities and challenges that the teacher/students experienced while using VLE. This is an experimental case study, a part of a longitudinal study in CDED. Intervention is the learning platform Moodle with e-pedagogy blending with conventional mode, starting with more conventional less e-pedagogy and latter increasing the amount of e-pedagogy and lessening the conventional. VLE as case was introduced in teaching Projective Geometry among thirty-six students of Master's in Education (Mathematics). The instrument used in this study were baseline and end line survey questionnaire, observation checklist, interview-guideline and archive analysis. The results showed that students were found more interactive in learning through VLE being engaged emotionally, socially, and cognitively. Among different activities and resources in Moodle as VLE, quiz came out effective activity and videos as most preferred resource for the students of all types- fast as well as show learners. Personal computing device, internet connectivity, and teachers’ efficiency in using ICTs tools, maximizing teacher’s presence in learning support were found as major challenges in using VLE. Despite the challenges, the major opportunities that VLE contributed in F2F classes were to improve study habits, make study more active, provides opportunity to learn and re-learn and to clarify the concepts. This gives the implication that the F2F courses need to be designed integrating VLE in an appropriate way.},
year = {2016}
}
TY - JOUR T1 - Virtual Learning Environment (VLE) in Mathematics Education AU - Bed Prasad Dhakal AU - Lekhnath Sharma Y1 - 2016/11/03 PY - 2016 N1 - https://doi.org/10.11648/j.edu.20160506.11 DO - 10.11648/j.edu.20160506.11 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 126 EP - 135 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20160506.11 AB - Mathematicians generally prefer less on the use of Virtual Learning Environment (VLE) in teaching mathematics at university thinking that this mode of learning can reduce the rigor of mental thinking needed to learn mathematics. This study tries to explore whether VLE promote engaged and interactive learning environment to master’s students. It further draws critically the major opportunities and challenges that the teacher/students experienced while using VLE. This is an experimental case study, a part of a longitudinal study in CDED. Intervention is the learning platform Moodle with e-pedagogy blending with conventional mode, starting with more conventional less e-pedagogy and latter increasing the amount of e-pedagogy and lessening the conventional. VLE as case was introduced in teaching Projective Geometry among thirty-six students of Master's in Education (Mathematics). The instrument used in this study were baseline and end line survey questionnaire, observation checklist, interview-guideline and archive analysis. The results showed that students were found more interactive in learning through VLE being engaged emotionally, socially, and cognitively. Among different activities and resources in Moodle as VLE, quiz came out effective activity and videos as most preferred resource for the students of all types- fast as well as show learners. Personal computing device, internet connectivity, and teachers’ efficiency in using ICTs tools, maximizing teacher’s presence in learning support were found as major challenges in using VLE. Despite the challenges, the major opportunities that VLE contributed in F2F classes were to improve study habits, make study more active, provides opportunity to learn and re-learn and to clarify the concepts. This gives the implication that the F2F courses need to be designed integrating VLE in an appropriate way. VL - 5 IS - 6 ER -
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