Student reflections on the use of 360-degree video to support pseudo-synchronous collaborative mathematical problem solving in online learning environments
Year: 2025
Type: article
Abstract: Online learning offers increased flexibility to students but also poses new complexities. For example, there are challenges in digitizing teaching approaches that rely on the co-construction of knowledge through social interaction and collaboration between learners. This study explores a novel pseudo-synchronous approach using 360-degree video to improve access to collaborative mathematical problem solving for online students. We trialed the use of 360-degree video extracts of authentic collaborative problem-solving situations to offer online learners the opportunity to engage with different approaches and methods in various mathematical problem-solving situations. Data were collected through online surveys and analyzed using descriptive statistics and thematic analysis to examine student experiences. The findings suggest students prefer face-to-face collaborative problem solving but see the value of having the 360-degree video as a support when face-to-face interaction is not available or for students choosing to engage in an online environment. The study demonstrates that pseudo-synchronous 360-degree video can provide meaningful collaborative learning experiences for asynchronous online learners.
Source: Online Learning
Authors: Amie Albrecht, Lisa O'Keeffe, Bruce White
Institution: University of South Australia
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416902201
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