School of Education


Doctor of Philosophy


Wesley Scott


mastery learning, cognitive learning, synchronous corrective feedback, asynchronous corrective feedback, technology


Education | Educational Administration and Supervision | Educational Leadership


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 study included data gathered through interviews, observations, and focus groups to provide insight into how teachers implement and use technology that provides synchronous feedback in high school mathematics classrooms. Participants were high school mathematics teachers, certified by a state or recognized accreditation agency, and used an online platform as a resource for one mathematics course. This study adds to the literature by illustrating teachers' perspectives and experiences regarding the use of technology that provides synchronous feedback to high school students. The results of the study indicated that teachers need time for professional development and discovering resources. The participating teachers expressed various challenges for the student, including motivation; however, a new perspective was gained from the data presented with the corrective feedback.