Research about advantages and disadvantages of learning pre-calculus online
Teachers and students who participate in online learning, which is conducted through
internet-based and digital communication, no longer require the use of traditional or physical
classrooms. The developments in digital communication have made online tools training possible
and more accessible, allowing educational institutions to illustrate the advantages and
disadvantages of online learning to prospective students and parents. They are learning using the
Internet. There are, however, several disadvantages and constraints (Hrastinski, 2017). The
degree to which a student is confident in learning new mathematical concepts, performing well
in mathematics class, and scoring well on mathematics tests are all facets of a student's
mathematics self-concept. The term can also relate to a person's self-perception of their
mathematical abilities compared to those of others. This necessitates receiving solid grades in
mathematics (Zhao, 2015).
The availability of a diverse selection of online courses allows students to accomplish
their higher education needs, goals, and aspirations in an environment different from the
traditional educational setting. Because of technological improvements, education has
experienced a shift (Chen & Soldner, 2013). Because of the growth of online educational
resources, the traditional classroom is no longer the sole venue where students can have a formal
educational experience. Even though being online does not automatically equate to having an
online learning experience in recent years, online learning methodologies have received a great
deal of attention. It will be necessary to learn how to deal with each student's various learning
characteristics if you want to receive a high-quality online education (Xu & Jaggars 2014).
Many online courses are offered to individuals who wish to pursue higher education in a
nontraditional setting and have specific criteria, objectives, and interests. According to research
by Allen and Seaman, 65 percent of chief academic officers believe that online learning is a
critical component of their long-term strategic plan (2011). A wide variety of educational
possibilities are now available to students over the Internet (Larson & Sung 2019). Using the
active learning technique, children are encouraged to learn by doing and experiencing new things
and directly from their personal experiences. Regarding the development of children, it can be
stated that determining pre-service student perspectives on the precalculus topic will make a
significant difference in the progression of education from the traditional to modern models and
provide them with more beneficial learning experiences. This will serve as a starting point.
Students who learn math online have a variety of perspectives on their arithmetic abilities and
learning preferences in the online environment. Several of them voiced concern about the final
grades they might earn. The capacity to study mathematics at their own pace is the most sought-
after talent among online pupils. Because online students do not have access to a dedicated study
space, they are more likely to understand mathematical topics poorly (Akdemir 2010). Profiles
may impact online students' self-perceptions in mathematics as a result of this.
Online education necessitates the use of both an internet connection and electrical power.
There are still areas where internet connectivity is intermittent, even if specific locations do not
access the Internet. There are power outages in some of these locations, and some of the
telecommunications systems are out of date in other areas. Students enrolled in an online course
may not be aware of the implications of these limits on their ideas of themselves as
mathematicians at the time of enrollment (Sitzmann & Stewart, 2016). Furthermore, current
standards for enhancing online mathematics education do not consider students' self-concepts
when they are learning in an online learning environment, which is a problem.
References:
Hrastinski, S. (2017). Participating in synchronous online education. Lund Studies in
Informatics No. 6. Lund, Sweden: Lund University. Retrieved from http://portal.research.lu.se/
portal/files/4623381/600490.pdf
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2015). What makes the difference? A
practical analysis of research on the effectiveness of distance education. Teachers College
Record, 107(8), 1836–1884.
Chen, X., & Soldner, M. (2013). STEM attrition: College students’ paths into and out of
STEM fields statistical analysis report. Washington, DC: U.S. Department of Education.
Larson, D. K., & Sung, C. (2019). Comparing student performance: Online versus
blended versus face-to-face. Journal of Asynchronous Learning Networks, 13(1), 31–42.
Akdemir, O. (2010). Teaching mathematics online: Current practices in Turkey. Journal
of Educational Technology Systems, 39(1), 47–64. doi:10.2190/ET.39.1.e
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2016). The comparative
effectiveness of web‐based and classroom instruction: A meta‐analysis. Personnel Psychology,
59(3), 623–664. doi:10.1111/j.1744-6570.2006.00049.x
Xu, D., & Jaggars, S. (2014). Performance gaps between online and face-to-face courses:
Differences across types of students and academic subject areas. The Journal of Higher
Education, 85(5), 633–659. doi:10.1080/00221546.2014.117 77343
