Maths Online Tutorial
Rockyroad (cited in McKey, 2010) agrees that e-Learning is a new way of mastering learning experiences that are authentic and meaningful. Behaviourist theory is based on observable changes in behaviour through positive teaching, direct instruction, practice, positive reinforcement and appropriate action (McInerney, & McInerney, 2006, p. 174). Digital tools that suit behaviourism are word processing, online quizzes, and computer tutoring systems. High-quality systems of computer tutoring, that have solid structure, step-by-step instructions and feedback or reward, are most suitable. This type of learning is very productive for learning basic facts and skills. Examples of these types of programs are Maths Online and Typing Tutor. Others can be found at The Learning Place or on line.
It must be remembered that computers are only tools in the classroom and may be used at home to reinforce information learned at school. Therefore teachers need to plan learning activities involving computers and guide the intended use (Snowman et al., 2009, p. 257).
The Dimensions of Learning (Marzano & Pickering, 1997) is a suitable framework of pedagogy to deliver the instruction of digital technology. Through attitudes and perceptions procedures are developed to ensure students are safe online. It is important that teachers set standards and use feedback to praise and correct behaviours while teaching and learning with digital technology. Students are able to use computer tutoring such as Maths Online to learn concepts without peer pressure. Maths Online is self-paced and information on gaps in learning can be targeted (MathsOnline, n.d.).
Students acquire and integrate knowledge through using tutoring systems that have three phases. The first phase is where the students participate in the online tutorial then practice knowledge and skills in the drills and practice worksheets. Maths Online provide both these services.
Students extend and refine knowledge through the second phase of completing and checking for errors made on worksheets and if necessary revising tutorials to gain a deeper understanding. There are also lesson summaries for student reference. It is that easy (MathsOnline, n.d.).
Students are able to use knowledge meaningfully when in the third phase of computing tutorials where they apply what they have learned to other situations such as games, and problem solving both on and off the computer (Snowman et al., 2009, p. 384).
The fifth dimension of learning is the habits of mind. The benefits of students' working productively with habits of mind are to think critically, creatively and regulate their behaviour (Marzano & Pickering, 1997).
It must be remembered that computers are only tools in the classroom and may be used at home to reinforce information learned at school. Therefore teachers need to plan learning activities involving computers and guide the intended use (Snowman et al., 2009, p. 257).
The Dimensions of Learning (Marzano & Pickering, 1997) is a suitable framework of pedagogy to deliver the instruction of digital technology. Through attitudes and perceptions procedures are developed to ensure students are safe online. It is important that teachers set standards and use feedback to praise and correct behaviours while teaching and learning with digital technology. Students are able to use computer tutoring such as Maths Online to learn concepts without peer pressure. Maths Online is self-paced and information on gaps in learning can be targeted (MathsOnline, n.d.).
Students acquire and integrate knowledge through using tutoring systems that have three phases. The first phase is where the students participate in the online tutorial then practice knowledge and skills in the drills and practice worksheets. Maths Online provide both these services.
Students extend and refine knowledge through the second phase of completing and checking for errors made on worksheets and if necessary revising tutorials to gain a deeper understanding. There are also lesson summaries for student reference. It is that easy (MathsOnline, n.d.).
Students are able to use knowledge meaningfully when in the third phase of computing tutorials where they apply what they have learned to other situations such as games, and problem solving both on and off the computer (Snowman et al., 2009, p. 384).
The fifth dimension of learning is the habits of mind. The benefits of students' working productively with habits of mind are to think critically, creatively and regulate their behaviour (Marzano & Pickering, 1997).
