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International Journal of Mathematical Education in Science and Technology Volume 46, 2015 - Issue 8
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An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Sven TrenholmSchool of Education, University of South Australia, Adelaide, AustraliaCorrespondence[email protected]
,
Lara AlcockMathematics Education Centre, Loughborough University, Loughborough, United Kingdom
&
Carol RobinsonLoughborough University, Loughborough, United Kingdom
Pages 1197-1221 | Received 23 Dec 2014, Published online: 01 May 2015

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Taro Fujita, Hiroyuki Nakagawa, Hiroyuki Sasa, Satoshi Enomoto, Mitsunori Yatsuka & Mikio Miyazaki. (2023) Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures. International Journal of Mathematical Education in Science and Technology 54:10, pages 2197-2216.
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Darryl Chamberlain$suffix/text()$suffix/text(). (2023) How One Instructor Can Teach a Large-Scale, Mastery-Based College Algebra Course Online. PRIMUS 33:8, pages 867-888.
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Caitríona Ní Shé, Ciarán Mac an Bhaird & Eabhnat Ní Fhloinn. (2023) Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-19.
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Tina Rapke & Xiaoheng Yan. (2022) An Asynchronous Online Forum that Supports Undergraduate Students in Proof Validation. PRIMUS 32:10, pages 1092-1106.
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Javier Fernández-Ruiz, Ernesto Panadero & Daniel García-Pérez. (2021) Assessment from a disciplinary approach: design and implementation in three undergraduate programmes. Assessment in Education: Principles, Policy & Practice 28:5-6, pages 703-723.
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Josep Figueroa-Cañas & Teresa Sancho-Vinuesa. (2021) Investigating the relationship between optional quizzes and final exam performance in a fully asynchronous online calculus module. Interactive Learning Environments 29:1, pages 33-43.
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Sven Trenholm, Julie Peschke & Mohan Chinnappan. (2019) A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large-Scale Research (2000-2015). PRIMUS 29:10, pages 1080-1100.
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Emma Howard, Maria Meehan & Andrew Parnell. (2019) Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module. Assessment & Evaluation in Higher Education 44:1, pages 97-110.
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Caitríona Ní Shé, Eabhnat Ní Fhloinn & Ciarán Mac an Bhaird. TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics. Journal of Research on Technology in Education 0:0, pages 1-21.
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Articles from other publishers (10)

Sven Trenholm. (2023) Challenges and suggestions regarding the aesthetic experience of mathematics when teaching and learning fully online. Asian Journal for Mathematics Education 2:1, pages 3-15.
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Caitríona Ní Shé, Eabhnat Ní Fhloinn & Ciarán Mac an Bhaird. (2023) Student Engagement with Technology-Enhanced Resources in Mathematics in Higher Education: A Review. Mathematics 11:3, pages 787.
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W.J. Smit. (2022) A Case Study: Using STACK Questions in an Engineering Module. A Case Study: Using STACK Questions in an Engineering Module.
Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2021) Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic. Mathematics 9:18, pages 2303.
Crossref
Mücahit ÖZTÜRK. (2021) Asynchronous Online Learning Experiences of Students in Pandemic Process: Facilities, Challenges, Suggestions. Turkish Online Journal of Qualitative Inquiry.
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Sven Trenholm & Julie Peschke. (2020) Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice. International Journal of Educational Technology in Higher Education 17:1.
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Julian Moreno & Andres F. Pineda. (2020) A Framework for Automated Formative Assessment in Mathematics Courses. IEEE Access 8, pages 30152-30159.
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Chunlin Yao. (2019) An investigation of adult learners’ viewpoints to a blended learning environment in promoting sustainable development in China. Journal of Cleaner Production 220, pages 134-143.
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Gary Ka-Wai Wong & Min Yang. 2017. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era. Emerging Practices in Scholarship of Learning and Teaching in a Digital Era 289 309 .
Mary Coupland, Peter K. Dunn, Linda Galligan, Greg Oates & Sven Trenholm. 2016. Research in Mathematics Education in Australasia 2012-2015. Research in Mathematics Education in Australasia 2012-2015 187 211 .

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