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Sustainability
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Mathematics in Higher Education: Digital Environments and Online Learning Approaches
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Mathematics in Higher Education: Digital Environments and Online Learning Approaches

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 November 2023) | Viewed by 14922

Special Issue Editors

Prof. Dr. Marina Marchisio

E-Mail Website
Guest Editor
Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Turin, Italy
Interests: mathematics education; learning environments; advanced computing environments; automatic assessment systems; formative assessment; recovery and enhancement of mathematical skills; teacher training; problem solving; integrated teaching; e-learning; digital technologies in schools and universities; open online courses
Dr. Alice Barana

E-Mail Website
Guest Editor
Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Turin, Italy
Interests: mathematics education; digital learning environments; automatic assessment; formative assessment; learning analytics; problem posing and solving; computational thinking; teacher training; technology-enhanced learning
Dr. Matteo Sacchet

E-Mail Website
Guest Editor
Department of Molecular Biotechnology and Health Sciences, University of Turin, 10126 Turin, Italy
Interests: mathematics education; learning environments; advanced computing environments; automatic assessment systems; formative assessment; recovery and enhancement of mathematical skills; teacher training; problem solving; integrated teaching; e-learning; digital technologies in schools and universities; open online courses

Special Issue Information

Dear Colleagues,

The aim of this Special Issue is to collect experiences, good practices, front-line research and recent advances in the field of Mathematics education, with a focus on the context of higher education and the adoption of digital technologies that help students in their learning process and teachers in their daily activities.

Moreover, we hope to promote discussions on authors' experiences based on different university systems and raise the topics of this Special Issue to the attention of the international scientific community.

We strongly believe in the importance of digital environments for education: not just as means of using technology, but more importantly as enhancements of teaching and learning practices, as aggregators of larger communities of teachers and students, and as places for developing and implementing innovative and effective methodologies and pedagogies.

The relevance of digital environments in education has risen with the outbreak of the COVID-19 pandemic, the shock of which accelerated the digitalisation of many institutions, transforming teaching methods and face-to-face courses into online activities. The response of institutions depended on previous experience of, and readiness for, online education and training. This Special Issue intends to keep a close eye on this disruptive transformation and the consequent “new normal” scenario of blended, hybrid or online education, especially for teachers, system administrators, policymakers and governments.

We are interested in papers which address this topic from a local level (with groups of students or classes), from an institutional level (with courses, programmes, or policies), or from a global systemic perspective. Papers connecting local, institutional and global perspectives are particularly welcome. We welcome papers that address some of the following themes (although this list is by no means exhaustive):

  • Collaborative learning in Mathematics and/or STEM higher education;
  • Digital environments for Mathematics and/or STEM education research;
  • Exploratory technologies in Mathematics and/or STEM education;
  • Hybrid Mathematics and/or STEM teaching in higher education;
  • Impact of COVID-19 pandemic on Mathematics and/or STEM education and digital practices;
  • Learning paradigms in Mathematics and/or STEM education;
  • Online teaching and learning of Mathematics and/or STEM disciplines;
  • Pedagogical issues related to Mathematics and/or STEM education;
  • Reports of Mathematics and/or STEM teaching experiences in a digital environment;
  • Mathematics and/or STEM teachers’ digital skills;
  • Student communities, teacher communities, and peer-support in Mathematics and/or STEM education.

We look forward to receiving your contributions.

Prof. Dr. Marina Marchisio
Dr. Alice Barana
Dr. Matteo Sacchet
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • digital learning environments
  • educational practices
  • higher education
  • mathematics education
  • online learning
  • STEM education

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Published Papers (3 papers)

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Research

25 pages, 5853 KiB  
Article
Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study
by Claudio Giovanni Demartini, Luciano Sciascia, Andrea Bosso and Federico Manuri
Sustainability 2024, 16(3), 1347; https://doi.org/10.3390/su16031347 - 5 Feb 2024
Cited by 7 | Viewed by 10785
Abstract
Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given the prevalence of educational technology [...] Read more.
Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given the prevalence of educational technology and the abundance of data generated in these environments. In contrast to higher education institutions that readily integrate learning analytics tools into their educational governance, high schools often harbor skepticism regarding the tools’ impact and returns. To overcome these challenges, this work aims to harness learning analytics to address critical areas, such as school dropout rates, the need to foster student collaboration, improving argumentation and writing skills, and the need to enhance computational thinking across all age groups. The goal is to empower teachers and decision makers with learning analytics tools that will equip them to identify learners in vulnerable or exceptional situations, enabling educational authorities to take suitable actions that are aligned with students’ needs; this could potentially involve adapting learning processes and organizational structures to meet the needs of students. This work also seeks to evaluate the impact of such analytics tools on education within a multi-dimensional and scalable domain, ranging from individual learners to teachers and principals, and extending to broader governing bodies. The primary objective is articulated through the development of a user-friendly AI-based dashboard for learning. This prototype aims to provide robust support for teachers and principals who are dedicated to enhancing the education they provide within the intricate and multifaceted social domain of the school. Full article
(This article belongs to the Special Issue Mathematics in Higher Education: Digital Environments and Online Learning Approaches)
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25 pages, 755 KiB  
Article
Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics
by Alice Barana, Giulia Boetti, Marina Marchisio, Adamaria Perrotta and Matteo Sacchet
Sustainability 2023, 15(18), 13466; https://doi.org/10.3390/su151813466 - 8 Sep 2023
Cited by 1 | Viewed by 1288
Abstract
Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities [...] Read more.
Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction. Full article
(This article belongs to the Special Issue Mathematics in Higher Education: Digital Environments and Online Learning Approaches)
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22 pages, 2757 KiB  
Article
Proposal of a Mathematical Modelling Activity to Facilitate Students’ Learning of Ordinary Differential Equation Concepts
by Esperanza Lozada, Carolina Guerrero-Ortiz, Aníbal Coronel and Rigoberto Medina
Sustainability 2023, 15(16), 12483; https://doi.org/10.3390/su151612483 - 17 Aug 2023
Cited by 1 | Viewed by 1987
Abstract
We present results that come from analysing students’ processes of solving tasks designed particularly for the learning of differential equations in a situational context. A teaching sequence was implemented during a semester-long course that comprised several tasks to cover the content of the [...] Read more.
We present results that come from analysing students’ processes of solving tasks designed particularly for the learning of differential equations in a situational context. A teaching sequence was implemented during a semester-long course that comprised several tasks to cover the content of the course. Following a qualitative analysis, we show how a contextualised task can favour the construction of meanings associated with differential equations and how the interpretation of the terms present in those equations is developed. We also highlight some difficulties that may arise in students’ interpretations when the task involves meanings from other disciplines. Full article
(This article belongs to the Special Issue Mathematics in Higher Education: Digital Environments and Online Learning Approaches)
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