Bespoke, Relevant, and Inclusive Self-Paced, Online Modules to Build Tertiary Mathematics Engagement and Confidence
Bibliographic Data
| ID | 22047271 |
|---|---|
| Authors | Sarah Etherington (0000-0002-6589-8793, Murdoch University, corresponding author), Natalie Callan (0000-0002-9122-0038, Murdoch University), Shu Hui Koh (0000-0001-5693-488X, Murdoch University), Garth Maker (0000-0003-1666-9377, Murdoch University), Rebecca Bennett (0000-0002-0686-9853, Murdoch University), Natalie Warburton (0000-0002-8498-3053, Murdoch University) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 203 |
| Publication date | 2026-01-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020203 |
| OpenAlex | W7126062718 |
| Language | EN |
| References cited | 53 |
Tertiary mathematics teaching is predominantly face-to-face, yet large, diverse cohorts and limited contact hours constrain opportunities for individually paced practice and timely feedback. We developed three bespoke, self-paced online numeracy modules, each targeting a specific mathematical concept and disciplinary context. Module design was informed by learning theory (constructivist, active learning, Universal Design for Learning, inclusive learning practices). We ran a qualitative pilot study to gain insight into user perceptions of modules in terms of engagement and perceived learning support, conducting semi-structured interviews with undergraduate science students (n = 11) and educators (n = 7). We applied thematic analysis to interview data, which generated the following insights. Students—many reporting high mathematics anxiety—responded positively, valuing low-stakes iterative practice, clear stepwise scaffolding, multimodal presentation, contextualized examples aligned to their course, and a supportive instructor voice. These features were described as reducing anxiety, reframing errors as part of learning, and supporting inclusion, despite prevalent math avoidance in the cohort. Staff feedback was more cautious, recognizing similar strengths but focusing on areas for improvement. We argue that bespoke, contextualized modules can augment face-to-face instruction by delivering individualized pacing and immediate feedback at scale, while contributing to the creation of an accessible, inclusive, supportive learning environment. Future work should quantify learning outcomes, track affective changes longitudinally, and isolate contributions of specific design features across diverse cohorts and disciplines
Affordance · Cognitive reframing · Discipline · Experiential learning · Instructional design · Numeracy · Online learning · Perception · Student engagement · Thematic analysis · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Mathematics Education and Programs
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| Citation velocity | historical |
|---|---|
| Highly cited | No |