Khan academy effectiveness: The case of math secondary students' perceptions

• Published in: Computers and education Vol. 157; p. 103985
• Main Authors: Vidergor, Hava E., Ben-Amram, Paz
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2020
• Subjects: Blended learning; Innovative learning environments; Kahn academy; Math studies; Student perceptions; Kahn academy; Math studies; Blended learning; Innovative learning environments; Student perceptions
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2020.103985

It is argued that Khan Academy (KA) is a useful platform for learning math. However, little research has been conducted on how learners perceive using KA. The case study examined the effectiveness of KA combined with traditional learning, as perceived by secondary students (N = 27) in math. Qualitative tools included a reflective diary accompanied by semi-structured interviews. Main categories emerging from content analysis were the teacher, the student, teacher-student relations, subject and content, and learning environment. Main findings show: 1. students perceived themselves as independent learners, investing in and aware of their functions as learners, more committed to the subject of math. 2. Teachers using KA were perceived as more professional, dedicated, connected to students' needs, and innovative. 3. KA was perceived as encouraging independence, available, and more interesting than books. 4. Learning math via KA was more motivating and enjoyable. 5. The teacher-student relationship was the emotional and motivational basis perceived as more important than the innovative learning environment. The main conclusion is that KA is effective in promoting personalization, independence and innovative teaching-learning processes. However, the teacher's mediation of cognitive and emotional learning is crucial. Hence, teachers should exploit KA while creating and maintaining direct lines of teacher-student interaction. •Students using Khan Academy (KA) perceived themselves as independent learners.•KA was perceived as encouraging independence, available, and more interesting compared to books.•The importance of teacher presence as mediating cognitive and emotional learning is stressed.•It is recommended that teachers apply KA creating and maintaining direct lines of interaction with students.