Synchronous Virtual Learning in Ubiquitous Learning Paradigm and Effective Mathematics Teaching

Resumo

Learning generally has taken a new dimension in this present era. Virtual learning has become increasingly popular recently due to technological advancement. Learning has moved from didactic pedagogy characterized by a teacher-centered approach where knowledge is transmitted from the instructor to the learner to a virtual, mobile, blended/ hybrid, e-learning mode of instruction. Learning is now a form of a Transformative approach to teaching and learning that goes beyond acquiring knowledge and skills only to create profound changes in individuals' beliefs, attitudes, values, and behavior. To obtain the necessary skills required for learning, the learners should have access to learning, and learning should be flexible and occur anywhere anytime through virtual instruction. The study emphasizes the ubiquitous (u-learning) paradigm, synchronous virtual learning in particular, and teachers' role in mathematics teaching and learning. This research has contributed valuable insights into how synchronous virtual learning can improve mathematics teaching and learning, support diverse learners, and inform instructional practices in digital environments. The implication of using synchronous virtual learning is to promote active engagement, social interaction, and peer collaboration, enhancing student comprehension and problem-solving skills. Since learning cannot be limited to didactic instruction, virtual learning should be considered for effective mathematics learning.

Dados da obra

Tipo

Artigo

Periódico

Educaţia 21, n. 27, p. 38-48

Editora

Babes-Bolyai University

Ano

2024 (2024-04)

Idioma

en

Palavras-chave

synchronous virtual learning; didactic pedagogy; e-learning; u-learning; m-learning; mathematics; ubiquitous learning; mathematics education; online learning; blended learning; teacher role; transformative learning; student engagement; peer collaboration; student diversity; digital instruction

Temas

Resolução de Problemas, Tecnologias Digitais

DOI

10.24193/ed21.2024.27.03

ISSN

1841-0456, 2247-8671

Licença

cc-by-nc-nd

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals; OpenAlex

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026