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

Author

Listed:
  • 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)

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.

Suggested Citation

  • Simon Barlovits & Amélia Caldeira & Georgios Fesakis & Simone Jablonski & Despoina Koutsomanoli Filippaki & Claudia Lázaro & Matthias Ludwig & Maria Flavia Mammana & Ana Moura & Deng-Xin Ken Oehler & , 2022. "Adaptive, Synchronous, and Mobile Online Education: Developing the ASYMPTOTE Learning Environment," Mathematics, MDPI, vol. 10(10), pages 1-36, May.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:10:p:1628-:d:812540
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    References listed on IDEAS

    as
    1. Ludger Wößmann & Vera Freundl & Elisabeth Grewenig & Philipp Lergetporer & Katharina Werner & Larissa Zierow, 2021. "Education on Lockdown Again: How Did Schoolchildren Spend Their Time during the Early 2021 School Closures?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 74(05), pages 36-52, May.
    2. Ludger Wößmann & Vera Freundl & Elisabeth Grewenig & Philipp Lergetporer & Katharina Werner & Larissa Zierow, 2020. "Bildung in der Coronakrise: Wie haben die Schulkinder die Zeit der Schulschließungen verbracht, und welche Bildungsmaßnahmen befürworten die Deutschen?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(09), pages 01-17, August.
    3. Ludger Wößmann & Vera Freundl & Elisabeth Grewenig & Philipp Lergetporer & Katharina Werner & Larissa Zierow, 2020. "Education in the Coronavirus Crisis: How Did Schoolchildren Spend Their Time When Schools Were Closed, and What Educational Measures Do the Germans Advocate?," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 73(09), pages 25-39, September.
    4. Eugenia Taranto & Simone Jablonski & Tomas Recio & Christian Mercat & Elisabete Cunha & Claudia Lázaro & Matthias Ludwig & Maria Flavia Mammana, 2021. "Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics," Mathematics, MDPI, vol. 9(22), pages 1-30, November.
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