Hybrid environments of learning: Potential for student collaboration and distributed knowledge

Abstract

An exploratory study of the impact on transforming mathematics teaching and learning practices into the classroom is presented by means of introducing a hybrid learning environment, in this case, designed to address the topic of functions in the first year of finance at college. This topic is normally covered in two weeks in the classroom. In this exploration, the students worked independently on the topic using materials or resources available in a digital teaching platform throughout the first week. In addition, the topic was addressed in the classroom under the teacher's guidance during the second week. The results show collaboration between students to refine or validate their conceptions, which also could support connectivist hypothesis of distributed knowledge.