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Examining Synchronous Technology And Corrective Feedback In High School Mathematics Courses: A Collective Case Study, Sharon Owens

Doctoral Dissertations and Projects

The purpose of this collective case study was to present an in-depth understanding of teachers' (N = 9) implementing and using online synchronous technology that provides real-time corrective feedback for students in a high school mathematics course at a Christian school in Taiwan. This qualitative research design examined the implementation of platforms that provided correctives within international high schools in Taiwan. The research-based data analysis methodologies involved within-case and across-case analysis. The theories that guided this study were Bloom's (1968) mastery learning theory and Piaget's (1972) cognitive learning theory. One central research question and two sub-questions guided the study. The …