Ahmad Fauzi Ayob,

Fatimah Ramli,

Norazzila Shafie,

Shahir Liew,

Tengku Noorainun Tengku Shahdan,

English

Open University Malaysia Knowledge Repository

Student Satisfaction on Online Mathematics Learning: A Literature ReviewNorazzila Shafie, Ahmad Fauzi Ayob, Fatimah Ramli, Tengku Noorainun Tengku Shahdan, Shahir LiewINTRODUCTION• Mathematics- important, nature of the course, unique challenges• Student satisfaction - Students an asset to the institution (Parahoo et al., 2016), Potential contributor/donor as alumni (Parahoo et al., 2013),  They can spread word-of-mouth positively (Alves & Raposo, 2009)ONLINE LEARNING• Allen and Seaman (2011)Course Delivered Using InternetCourse Mode1% -29% Web-facilitated30%-79% BlendedMore than 80% OnlineMETHODOLOGY• literature review combined snowball sampling and systematic database searches with reverse and hand searches• peer-reviewed articles related to  (1) Online learning mathematics , (2) , students’ satisfaction (3) higher education• Other terms:  motivation, distance education, student satisfaction, online courses, feedback, perceptions, performance, student-student interaction, student instructor interaction, social presence and student engagementData sources:• The databases :  EBSCO, ProQuest, Elsevier, Science Direct,10 years :   2009 – 2018SELF-REGULATED LEARNING (SRL)• SRL refers to students’ systematic effort to manage their learning process to achievegoals (Zimmerman & Schunk, 2011)• Often, SRL is explained with motivation, emotion, and learning strategies (Abar & Loken, 2010). • Research has shown that self-regulation is critical in determining students’ successful learning experiences in an online learning environment (Cho & Kim, 2013). SELF-REGULATED LEARNING (SRL)• Cho and Kim (2013) - students’ mastery-oriented goals are positively related to their self-regulation for interaction in online learning environments. • Cho and Shen (2013) - students’ intrinsic goal orientation is positively related to their self-efficacy for learning and performance as well as metacognitive self-regulation in an asynchronous online learning environment. • Cho & Heron (2015) - only motivational and emotional variables significantly predicted 63.1% of the variance in satisfaction, however, learning strategies did not influence student satisfaction (online survey of 229 college students, remedial mathematics courses) INTERACTION• What constitutes meaningful mathematics engagement?• The lack of interactions in both quantity and quality can impact students’ motivation, emotions, and cognitive processes that typically involve social influence (Schunk, Pintrich & Meece, 2008 ; ChanMin, Seung Won & Cozart, 2014)• Moore and Kearsley (1996) and Hillman (1994) model: Learner-Instructor, Learner-Learner, Learner-Content, and Learner-Technology interactions INTERACTIONOnline mathematics students are diverse in terms of interactional preferences (Warren, 2018):• Learner-Instructor – value of going directly to Instructor• Learner-Learner – teaching others as a way to help oneself learning • Learner-Content – lack of confidence & high confidence in their own maths ability• Learner-Technology interactions – outset of class, only interact with technology followed by contentADDITIONAL SUPPORT• Many studies report that the students at tertiary level -lacking/losing of mathematics skills (Galligan et al., 2010, Matzakos & Kalogiannakis, 2018)• Mestel et al., 2011:  Longitudinal experimental support program in Mathematics that uses synchronus communication through the Elluminate Live software -received positive feedback both from the instructors and the students • Zimmermann et al., 2013:  Video-recorded mathematics lessons – positive effect on the final exams of first-year students in the University of LudwigsburgADDITIONAL SUPPORT• Johnston, et al., 2016: A support program in mathematical skills developed for the first-year Chemistry students, Queensland University- this program has a positive impact on the mathematical skills that the students needed in the chemistry courses • Matzakos & Kalogiannakis, 2018 :  An online support distance-learning program in Mathematics (SDLPM) was developed to aid first year engineering students - the students liked the program, they felt comfortable with the environment, the tools and the material usedADDITIONAL SUPPORTSDLPM tools (Matzakos & Kalogiannakis, 2018):• Reading activities• Samples with solutions• Self-assessment exercises (True/False and multiple choice questions)• Dynamic presentation material, GeoGebra files• Sources of audiovisual material and carefully chosen videosFRAMEWORKSELF REGULATEDSTUDENT SATISFACTION ON INTERACTIONMATHEMATICS ONLINE LEARNING ADDITIONAL SUPPORTREFERENCESAllen, I. E. & Seaman, J. (2011, November). Going the distance: Online education in the United States. (2011). Babson Survey Research Group and Quahog Research GroupAlves, H., & Raposo, M. (2009). The measurement of the construct satisfaction in higher education. The Service Industries Journal, 29(2), 203–218.ChanMin, K., Seung Won, P., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal Of Educational Technology, 45(1), 171-185Cho, K., & Cho, M.-H. (2013). Training of self-regulated learning skills on a social networksystem. Social Psychology of Education, 16, 617–634.Cho, M.-H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others inonline learning environments. The Internet and Higher Education, 17, 69–75.REFERENCESJohnston, P. R., Watters, D. J., Brown, C. L., & Loughlin, W. A. (2016). An investigation into student perceptions towards mathematics and their performance in first year chemistry: introduction of online maths skills support. Chemistry Education Research and Practice, 17, 1203–1214. Galligan, L., Wandel, A., & Todd, H. (2010). Scaffolding Distance Learning in Mathematics for Engineering:  Identifying Key Troublesome Knowledge. In Engineering and Mathematics in Education Conference (STEM 2010). Brisbane: Australia. Mestel, Β., Williams, G., Lowe, T., & Arrowsmith, G. (2011). Teaching Mathematics with Online Tutorials. MSOR Connections, 11(1), 12–17 Parahoo, S. K., Harvey, H. L., & Tamim, R. M. (2013). Factors influencing student satisfaction in universities in the Gulf region: Does gender of students matter?Journal of Marketing for Higher Education, 23(2), 135–154.Parahoo, S. K., Santally, M. I., Rajabalee, Y., & Harvey, H. L. (2016). Designing a predictive model of student satisfaction in online learning. Journal Of Marketing For Higher Education, 26(1), 1-19. REFERENCESWarren, T. L. J. (2018). The role of interaction in an online college algebra class (Order No. 10748013). Available from ProQuest Dissertations & Theses GlobalZimmerman, B. J., & Schunk, D. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge. Zimmermann, M., Jokiaho, A., & May, B. (2013). Lectrure Recording in Higher mathematics Education. Journal of Information Technology and Application in Education, 2(4), 150–156. 

Students Satisfaction on Online Mathematics Learning: A Literature Review

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Students Satisfaction on Online Mathematics Learning: A Literature Review

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