Enhancing synchronous online mathematics instruction using the visual learning analytics-supported ADDIE approach: implications from two post-pandemic studies

Synchronous online instruction eliminates geographical constraints, ensuring students’ access to education (Sustainable Development Goal 4) even in unforeseen circumstances. This study explored the potential of this instructional environment in the post-pandemic world. Using the analysis, design, development, implementation and evaluation (ADDIE) approach, it began with an analysis to identify instructional challenges from the literature and a pilot study. Subsequently, instructional materials for an enrichment programme for high-ability students (Study 1) and a remedial programme for underperforming students (Study 2) were designed and developed, both informed by variation theory. After implementing these synchronous online programmes, the study examined teacher instruction through the lens of visual learning analytics (VLA) and students’ mathematics achievement and engagement. The VLA results revealed that the teacher used fewer types of mathematics instruction related to naming (e.g. referencing mathematical terminology) and tasks (e.g. asking students to undertake specific steps) in the remedial programme, and that student participation in class discussions increased when the teacher provided feedback on their classwork. The test results indicated that the mathematics achievement of the students in Study 1 was significantly improved, whereas the learning recovery of the students in Study 2 was not statistically significant. Nevertheless, the students in both groups demonstrated high levels of engagement in their survey and attendance rate. This study provides methodological implications for facilitating research and improvements in synchronous online mathematics instruction through VLA. It also provides pedagogical and policy-related implications for addressing challenges associated with this instructional environment to create additional, sustainable learning opportunities.