Adaptive, Synchronous, and Mobile Online Education: Developing the ASYMPTOTE Learning Environment

Simon Barlovits, Amélia Caldeira, Georgios Fesakis, Simone Jablonski, Despoina Koutsomanoli Filippaki, Claudia Lázaro, Matthias Ludwig, Maria Flavia Mammana, Ana Moura, Deng-Xin Ken Oehler, Tomás Recio, Eugenia Taranto and Stamatia Volika
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Simon Barlovits: Department of Mathematics and Computer Science Education, Goethe University Frankfurt, 60325 Frankfurt, Germany
Amélia Caldeira: School of Engineering, Laboratory for Mathematical Engineering, Research Centre for Systems and Technologies, Polytechnic of Porto, 4249-015 Porto, Portugal
Georgios Fesakis: Learning Technology Educational Engineering Laboratory, University of the Aegean, 85131 Rhodes, Greece
Simone Jablonski: Department of Mathematics and Computer Science Education, Goethe University Frankfurt, 60325 Frankfurt, Germany
Despoina Koutsomanoli Filippaki: Learning Technology Educational Engineering Laboratory, University of the Aegean, 85131 Rhodes, Greece
Claudia Lázaro: Federación Española de Sociedades de Profesores de Matemáticas, 46901 Torrent, Spain
Matthias Ludwig: Department of Mathematics and Computer Science Education, Goethe University Frankfurt, 60325 Frankfurt, Germany
Maria Flavia Mammana: Department of Mathematics and Computer Science, University of Catania, 95123 Catania, Italy
Ana Moura: School of Engineering, Laboratory for Mathematical Engineering, Centre of Mathematics of the University of Porto, Polytechnic of Porto, 4249-015 Porto, Portugal
Deng-Xin Ken Oehler: Department of Mathematics and Computer Science Education, Goethe University Frankfurt, 60325 Frankfurt, Germany
Tomás Recio: Departamento de Ingeniería Industrial, Escuela Politécnica Superior, University Antonio de Nebrija, 28015 Madrid, Spain
Eugenia Taranto: Department of Mathematics and Computer Science, University of Catania, 95123 Catania, Italy
Stamatia Volika: Learning Technology Educational Engineering Laboratory, University of the Aegean, 85131 Rhodes, Greece

Mathematics, 2022, vol. 10, issue 10, 1-36

Abstract: The COVID-19-induced distance education was perceived as highly challenging by teachers and students. A cross-national comparison of five European countries identified several challenges occurred during the distance learning period. On this basis, the article aims to develop a theoretical framework and design requirements for distance and online learning tools. As one example for online learning in mathematics education, the ASYMPTOTE system is introduced. It will be freely available by May 2022. ASYMPTOTE is aimed at the adaptive and synchronous delivery of online education by taking a mobile learning approach. Its core is the so-called digital classroom, which not only allows students to interact with each other or with the teacher but also enables teachers to monitor their students’ work progress in real time. With respect to the theoretical framework, this article analyses to what extent the ASYMPTOTE system meets the requirements of online learning. Overall, the digital classroom can be seen as a promising tool for teachers to carry out appropriate formative assessment and—partly—to maintain personal and content-related interaction at a distance. Moreover, we highlight the availability of this tool. Due to its mobile learning approach, almost all students will be able to participate in lessons conducted with ASYMPTOTE.

Keywords: educational technology; equity and access to technology; digital learning; mathematics education; inquiry-based education; teaching with technology; technology-enhanced learning (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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