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Supporting Flexible Learning Pathways Through the Development of a Digital Flexible Math Tool with Adaptive Items and Elaborated Feedback

Rey-Naizaque, Anny (2021) Supporting Flexible Learning Pathways Through the Development of a Digital Flexible Math Tool with Adaptive Items and Elaborated Feedback.

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Abstract:Higher education institutions have the mission of promoting social, cultural, and economic development. The adoption of flexible learning pathways strategies has been essential to facilitate students access and create an inclusive learning environment. Nevertheless, the provision of flexibility challenges teachers to offer a differentiated instruction that fulfils the needs of a diverse student body. Therefore, this study investigates how the development of a Digital Flexible Math Tool (DFMT) with adaptive items and elaborated feedback supports the flexible model provided by the Build-up Course Mathematics, part of the Creative and Technology bachelor programme at the University of Twente. To achieve this, four-phase educational design research was conducted. The first phase was aimed at getting insights into the context of the course. From this, by examining the design ideas aligned with the context, a prototype of the DFMT was built. The third phase examined the perceptions of teachers and students towards the developed solution. Finally, the fourth phase reflected upon the designed solution and its possible use in the course. In general, the participants of this study reported positive perceptions towards the DFMT. Additionally, recommendations to guarantee the effective integration of the digital solution into the Build-up Course Mathematics in the future were made. Further research is advised to investigate the impact of the DFMT on students registered to the Build-up Course Mathematics.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/88381
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