Improving Learning Strategies for Mathematics through E-Learning

Background

Many studies have highlighted the need for further research into the secondary-tertiary transition, and with the emergence of technological tools, many questions about the role of technology in teaching and learning are arising. For example, Geudet (2008) wrote “The question of the effective and possible uses of technology in the secondary-tertiary transition has not been researched yet, as far as I know... Could technology be helpful to foster novice students’ autonomy, for example by using appropriate online resources?” (p. 252). On the other hand, several studies, which investigated what role online environments should have in university education, drew attention to blended modalities (see for example Calvani, 2005). According to their findings, the potential of course management systems in the learning of mathematics was experienced as part of the critical secondary-tertiary transition. Moreover, the experiment was realized following the main idea that e-learning activities, in order to be effective, must be conceived taking into account pedagogical theories.