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WHY ONLINE TEACHING AMPLIFIES THE DIFFERENCES BETWEEN INSTRUSTORS' SUCCESS

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dc.contributor Казанский (Приволжский) федеральный университет
dc.contributor.author Kreinovich Vladik en_US
dc.contributor.author Kosheleva Olga en_US
dc.contributor.author Servin Christian en_US
dc.date.accessioned 2022-08-03T11:44:34Z
dc.date.available 2022-08-03T11:44:34Z
dc.date.issued 2022
dc.identifier.uri https://dspace.kpfu.ru/xmlui/handle/net/172915
dc.description.abstract Empirical studies show that online teaching amplifies the differences between instructors: more successful instructors become even more successful, while the results of the instructors who were not very successful becomes even worse. There is a simple explanation for why the performance of not-perfect instructors decreases: in online teaching, there is less feedback, so these instructors get an indication that their teaching strategies do not work well even later than usual and thus, have fewer time to correct their teaching. However, the fact that the efficiency of good instructors rises is a mystery. In this paper, we provide a possible explanation for this mystery. en_US
dc.relation.ispartofseries Математическое образование в школе и вузе: опыт, проблемы, перспективы (MATHEDU'2022) ru_RU
dc.subject Online teaching en_US
dc.subject Differences between instructors en_US
dc.subject Successful instructors en_US
dc.subject Struggling instructiors. en_US
dc.title WHY ONLINE TEACHING AMPLIFIES THE DIFFERENCES BETWEEN INSTRUSTORS' SUCCESS en_US
dc.type article
dc.identifier.udk 371
dc.description.pages 182-184


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