Abstract
There are misconceptions associated with the teaching and learning of geometry in either a secondary school or a university context where both contexts of learning geometry are characterized by high retention rates. However, in order to improve geometry cognition in open and distance learning (ODL) contexts where a fully online learning context is dominant, a community of inquiry remains critical. This research avers that teaching that is based on complete online context poses challenges of social and cognitive presence in learning geometry while teaching that applies a hybrid mode sets a good base for online learning. Nonetheless, facilitation in a context where online learning dominates should prioritize teaching presence that is open to particularism through maintaining universal standards of learning geometry. That is, teaching presence should promote confidence and group competency in order to initiate individual competency. Developed teaching and social presence in ODL support cognitive presence. A qualitative case study inquiry engaged 37 purposively sampled education students in online and blended discourses in learning geometry. The findings reveal that community of inquiry has a positive effect on geometry teaching and learning in an ODL context. The effect emerges through effective teaching presence through blended learning coursework where social presence is initiated in order to support relatedness, group cohesion, collaboration, free expressiveness, and ultimately individual autonomy and competence. In essence, ways of assisting students to acquire better cognition in geometry education pertains to nurturing their need for relatedness, competency, and autonomy through a community of inquiry.
Presenters
Motshidisi MasiloSenior Lecturer, Mathematics Education, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Cognitive Presence, Community of Inquiry, Geometry Education, Open Distance Learning
