Fostering Collaboration in an Asynchronous IBL Modern Geometry Course

Abstract

The shift of evidence-based, active and inquiry-based pedagogy to online modalities has typically been done with a synchronous model, using video conferencing technology to facilitate interaction and collaboration amongst students. Such an approach can be infeasible for some students and create inequitable situations within a class. This paper details an implementation of using discussion boards to conduct an asynchronous inquiry course in Modern Geometry. Some advantages and drawbacks of this delivery are discussed. Finally, lessons learned from this implementation are laid out, as well as some advice for instructors who wish to implement such a course, or use discussion boards to supplement their current courses.

Keywords:

• Inquiry-based learning
• online learning
• remote learning
• asynchronous
• geometry

ACKNOWLEDGEMENTS

I would like to thank Dr. TJ Hitchman for his guidance and advice when I was planning this course for the Summer of 2020, and Dr. Brian Katz for his wisdom, mentorship and encouragement which led to the writing and submission of this manuscript. Thanks also go to my colleague Dr. Emily Arendt for her review of this course and suggestions for improving the online experience for students. I would like to thank the numerous mathematicians of Math Twitter for their questions and feedback regarding teaching asynchronous courses. I am very grateful to Editor-in-Chief of PRIMUS Dr. Matt Boelkins, the Associate Editor and the Reviewers for their observations, corrections and suggestions which vastly improved this paper. Finally and most importantly, I want to express my gratitude to the MSUB Modern Geometry summer class of 2020. Your willingness to take a chance and engage made this a rich and wonderful experience for me, and you should be very proud of what you accomplished that summer.

Additional information

Notes on contributors

Tien Chih

Tien Chih is an assistant professor of mathematics at Montana State University-Billings. He received his Ph.D. from the University of Montana and his B.A. from the University of Hawaii at Hilo. His research interests include categorical graph theory, teaching practices, and mathematical outreach. He is passionate about teaching and mentoring undergraduate students.