Identifying the features required to design a collaborative online homework system, from a teacher perspective, that supports a partnership between teacher, parent, and student for Australian year 1 mathematics

Identifying the features required to design a collaborative online homework system, from a teacher perspective, that supports a partnership between teacher, parent, and student for Australian year 1 mathematics

The aim of this research has been to explore what is understood about collaborative online learning with a view to identifying the features necessary to design a collaborative online mathematics homework system that supports a partnership between Year 1 teachers, parents, and students. This research has been guided by an epistemological framework within a pragmatic paradigm. Qualitative data was recorded through face-to-face paired depth interviews with teachers in their classrooms at their schools. Themes within the data were identified using Reflexive Thematic Analysis. Outputs include a description of participant experiences, teacher-parent-student relationship description, and a feature description. Contributions include insights to how participants currently connect online, their adherence to the Australian Curriculum, and how collaboration could be supported. Discussion includes identification of sixteen features demarcated into: eight features for a learning objective interface; and eight features to improve teacher/parent trust. Two main barriers were identified that could prevent effective integration of the required features and recommendations proposed to overcome those barriers to design a collaborative online homework system for Year 1 mathematics.

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