Blended Learning and Student-centered Active Learning Environment: a Case Study with STEM Undergraduate Students

• Published in: Canadian journal of science, mathematics and technology education Vol. 22; no. 1; pp. 210 - 236
• Main Author: Capone, Roberto
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 01.03.2022; Springer; Springer Nature B.V
• Subjects: Active Learning; Blended Learning; Case studies; College Mathematics; Education; Educational Environment; Engineering/Technology Education; Learning; Mathematical analysis; Mathematics Education; Mathematics Instruction; Outcomes of Education; School environment; Science Education; Sequences; Social discrimination learning; STEM education; Student Centered Learning; Students; Teaching Methods; Technical education; Undergraduate Students; Undergraduate study; University students; Just-in-time teaching; Peer-led team learning; Vygotskian perspective; Blended learning; Scaffolding
• ISSN: 1492-6156; 1942-4051
• DOI: 10.1007/s42330-022-00195-5

This paper describes an embedded case study of “blended” teaching integrated with traditional lessons in a Student-Centered Active Learning Environment and social activities on the platform. The didactic phenomena were designed by creating learning environments, artifacts, and teaching/learning sequences in authentic educational contexts. We aim at improving the task design of a mathematics lesson with an impact on students’ performance in mathematics. Quantitative results show considerable benefits in the evolution of the use and coordination of several systems of semiotic representation. As a result, a better predisposition to the study of the subject seems to appear; moreover, the satisfaction test shows the achievement of alternative teaching methodologies for most of the students.