Articles

Design of Knowledge Flow According to the Approach of Self-Regulation Learning for Teaching Maths on Chatbot

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Each student has different skills, interests, and learning paces in a classroom. If each student has a personal tutor to support learning according to their ability, it will improve the quality of teaching and no student will be left behind. In reality, no school has enough teachers to support individual learning, but each teacher has to handle many students in the same class. Therefore, an AI Chatbot that acts as a “virtual teacher” next to a real teacher can do that. AI Chatbot can support individual students in a friendly, interesting environment and provide knowledge depending on their cognitive level. Learning with AI Chatbot also helps students feel more interested and motivated with new learning methods. Instead of teachers providing information and knowledge for students to remember and apply, AI Chatbot will help learners build and create their knowledge through interactions and experiences. Besides providing answers to learners’ queries, Chatbots can provide step-by-step instructions to achieve teaching goals for specific lessons. In this article, the authors based on the applications of AI Chatbot in teaching to present a teaching scenario using AI Chatbot to teach mathematics with a self-regulated learning orientation for primary school students. Specifically, the authors have built a scenario for the “Millimeter” lesson in the Mathematics, 3rd Grade according to three phases of self-regulated learning: forethought, performance and self-reflection.

Lived Experiences of Grade – 11 Stem Students in Mathematics Using Modular Distance Learning

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This qualitative study explored the lived experiences of Grade – 11 STEM students in mathematics using modular distance learning. With the aim of understanding the challenges, coping strategies, support systems, emotional factors, and perceived advantages associated with this learning modality, the research design employed a phenomenological approach. Data collection involved one-on-one interviews with 12 participants, and thematic analysis was utilized to identify common themes. The findings revealed challenges in understanding complex topics, managing the modular structure, and dealing with distractions and connectivity issues. Participants adapted through self-regulated learning, utilization of online resources, and independent learning strategies. The study highlighted the importance of teacher and parental support, effective guidance, and the promotion of positive emotional experiences. The advantages identified include access to information, flexible time management, and autonomous exploration of resources. The implications of these findings would contribute to the design and implementation of educational interventions, addressing challenges, and enhancing distance learning experiences. The study concluded by offering recommendations for educators, policymakers, and researchers to optimize distance learning programs and support student success.