Canadian Journal of Learning and Technology - Volume 35 - Issue 3 - Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms

Oct 15, 2026

The design-based research examines how an inquiry-based learning environment supported by videoconferencing affects rural and urban secondary students’ mathematics and science learning. Videoconferencing connects classes with mathematicians and scientists as e-mentors. Two questions address impacts on student beliefs and learning outcomes, and the challenges of implementing such environments across rural and urban schools. Using mixed methods across grade 9 urban and grade 8 rural classes, results indicate positive learning gains, increased interest, and higher confidence, alongside development issues and actionable guidelines.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Science and mathematics achievement gap

Rural resource limitations and technology access

Inquiry-based learning with mentors and related literature

Canadian Journal of Learning and Technology La Revue Canadienne de l’Apprentissage et de la Technologie Volume 35, Number 3, Fall / automne 2009 Using Videoconferencing to Provide Mentorship in Inquiry-Based Urban and Rural Secondary Classrooms Authors Qing Li, Patricia Dyjur, Natalya Nicolson, and Lynn Moorman Qing Li is associate professor at the University of Calgary. Her current research interests include technology‐supported learning, digital game based learning, and mathematics education. Dr. Li was a visiting scholar at the Massachusetts Institute of Technology (MIT) in winter 2009. Email: qinli@ucalgary.ca Patti Dyjur is an Instructional Designer with the Teaching and Learning Centre at the University of Calgary, where she conducts workshops and provides consultation to faculty on issues relating to course design. She is currently working on her PhD in Educational Technology. Email: pdyjur@ucalgary.ca Natalya Nicholson is a Ph. D student in Geomatics at the University of Calgary. Email: [natalya.nicholson@pointgeomatics.ca](natalya.nicholson@pointgeomatics.ca) Lynn Moorman is an Assistant Professor at Mount Royal University and is completing a PhD in Education Technology at the University of Calgary. Her current research concerns spatial literacy, and the use of virtual globes in providing geographic context for STEM learning at the K‐12 level. Email: lmoorman@ucalgary.ca Abstract: The main purpose of this design‐based research study is to examine the effects of an inquiry‐ based learning environment, with the support of videoconferencing, on both rural and urban secondary students’ mathematics and science learning. An important aspect of this learning environment is the use of videoconferencing to connect classes with mathematicians/ scientists (as e‐mentors) . Specifically, the following two research questions guide this study: (1) In what ways, if any, does the inquiry‐based learning environment impact student beliefs and learning outcomes? (2) What challenges emerge in the development of an inquiry‐based learning environment with secondary students in both rural and urban schools? Using a mixed methods approach, this study focuses on two grade 9 classes in an urban school and three Grade 8 classes in a rural school. The results suggest positive effects of this learning environment on student learning of math and science. In particular, both urban and rural students showed significant gains in their achievement. In addition, students showed an increased interest and heightened confidence in math and science. As well, the results point to issues arising from the process, suggesting useful guidelines for the development of such environments. Résumé L’objectif principal de cette étude de recherche axée sur la conception est d’examiner les effetsd’un environnement d’apprentissage basé sur le processus d’enquête et utilisant le soutien de lavidéoconférence sur l’apprentissage des mathématiques et des sciences auprès d’élèves du secondaire en milieux ruraux et urbains. L’utilisation de la vidéoconférence pour mettre les classes en lien avec des mathématiciens et des scientifiques (en tant que cybermentors) constitue un aspect important de cet environnement d’apprentissage. Plus précisément, les deux questions suivantes orientent la présente étude : (1) De quelle manière, le cas échéant, l’environnementd’apprentissage basé sur le processus d’enquête a‐t‐il un effet sur les croyances et les résultatsd’apprentissage des élèves? (2) Quels défis émergent lors de la mise en place d’un environnementd’apprentissage basé sur le processus d’enquête auprès d’élèves du secondaire dans des écoles en milieux ruraux et urbains? Cette étude, qui utilise une méthode de recherche mixte, se concentre sur deux classes de 9e année dans une école urbaine et trois classes de 8e année dans une école rurale. Les résultats suggèrent que cet environnement d’apprentissage a des effets positifs sur l’apprentissage de

FAQs

What is the study designed to investigate?

The study examines the effects of an inquiry-based learning environment supported by videoconferencing on students’ mathematics and science learning.

How does videoconferencing function in the learning environment?

Videoconferencing connects secondary classes with mathematicians and scientists who act as e-mentors.

What outcomes did the results show for both rural and urban students?

Students showed significant gains in achievement, increased interest, and heightened confidence in math and science.

Oct 15, 2026

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