The pedagogy of an asynchronous online course: supporting students' engagement

As part of the MA Mathematics Education programme at UCL Institute of Education, we offer an online master level module Digital Technologies for Mathematical Learning, which focuses on the teaching and learning supported by digital technologies. In this paper I will outline and reflect on the emergence of the online pedagogy of the tutors, ensuring that asynchronous online teaching and learning is effective in developing the participants’ developing RiTPACK (Research Informed Technological Pedagogical Content Knowledge) as they start experimenting with using the digital technology in their classroom practice and linking it with the research knowledge base of the module