Benefits of Online Developmental Mathematics
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Incorporating online active learning components into your developmental mathematics courses creates value for your students and your school. Student success leads to student retention. Here's a short presentation that will help get educators and schools up to speed on measurable advantages.
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Benefits of Online Developmental Mathematics
- 1. Online Elementary Algebra A Strategy for Student Success in Developmental Mathematics UCSD Ext Online Learning Practicum Summer 2014 Sara Revesz
- 2. An all too familiar problem… . . . endlessly repeating the same non-credit course . . . The Overwhelmed Developmental Math Student
- 3. Challenges for Developmental Learners Academic Challenges • Poor study habits • Lacking in skills development • Does not see value in assignments and courses • Feedback too little too late Social Challenges • Weakened community – Alienation and social isolation – Subject to negative peer pressure • Disconnected from faculty and advisors
- 4. Lost time . . . Lost money . . . Lost dreams
- 5. Implications for Course . . . Weakens learning community High failure/drop rate
- 6. Implications for College . . . • Decreased retention rates • Increased Average Time-to-Degree rates
- 7. WHAT QUESTIONS LEAD US TO A MORE EFFECTIVE SOLUTION?
- 8. What Improves Retention and the Average Time-to-Degree? “The majority of factors proven to improve student retention are related to academic goals, academic-related skills, and academic self- confidence.” {“Improving Student Retention and Graduation Rates,” September 2011, Hanover Research Report}
- 9. How Does Math Factor In? “Underscoring the importance of this issue, a number of researchers and institutions have witnessed a connection between performance in college-level mathematics and retention and graduation.” {N. Shulock and J. Koester. “Maximizing Resources for Student Success by Reducing Time- and Credits-to-Degree,” July 2014.}
- 10. Teacher-Centered vs. Learner-Centered {Learner-Centered Assessment on College Campuses by Huba and Freed 2000} Teacher-centered (passive) • Teacher’s role = information giver & evaluator, student is learner • Knowledge transmitted o Lecture, Listening/Reading & Independent Study o Acquisition emphasized • Goal is the right answer • Assignments and exams for summative purposes • Teaching & Assessment separate • Assessment is indirect & monitors learning Learner-centered (active) • Teacher’s role = coach & facilitator, all are learners • Knowledge constructed o Online, asynchronous, self- directed/collaborative/cooperative/ Problem-based learning o Synthesizing/Integrating emphasized • Goal is asking better questions & learning from errors • Assignments for formative purposes • Teaching & Assessment together • Assessment is direct and promotes & diagnosis learning
- 11. What Is Active Learning? • The process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas. • Requiring students to regularly assess their own degree of understanding and skill at handling concepts or problems in a particular discipline. • The attainment of knowledge by participating or contributing. • The process of keeping students mentally, and often physically, active in their learning through activities that involve them in gathering information, thinking, and problem solving. {The Greenwood Dictionary of Education}
- 12. Why Use Active Learning? “Active learning pedagogies have been found to provide a significant advantage over passive approaches in terms of acquiring subject matter knowledge and academic skills.” • {Cf. Joel Michael, “Where's the evidence that active learning works?” Adv Physiol Educ 30: 159–167, 2006.} • {Derek Bok Center for Teaching and Learning Resources, Harvard University.}
- 13. Why Does Active Learning Work? “Basically, active learning gets your students to think, specifically in ways that foster learning, knowledge construction and retention. It invokes cognitive processes such as mental rehearsal, metacognitive awareness, social learning and knowledge integration.” • {M. Prince, “Does Active Learning Work? A Review of the Research.” J. Engr. Education, 93(3), 223-231 (2004).} • {See more research at ablconnect (Harvard University).}
- 14. A Sampling of Online Tools • LMS Content modules • Multi-media Videos Slideshows Widgets & Apps • Blog • Wiki • Discussions • Adaptive learning software - eBook • Virtual study rooms • Assessment activities
- 15. Learning Component Academic Challenges Social Challenges Strengthen Community Student Accountability Learner Engagement LMS Content modules X X X Multi-media (videos, slideshows, online widgets & apps) X X X Blog X X X X X Wiki X X X X X Discussions X X X X X Adaptive learning software & eBook X X X Virtual study rooms X X X X X Assessment activities X X X X Connection between a Sampling of Online Tools and Student Growth {“Innovative Practices for Improving Student Performance in College Level Mathematics,” September 2011, Hanover Research Report.}
- 16. What Will It Cost? • Development costs = Zero $ – Developed by course instructor – Uses existing LMS framework • Overhead Costs = Less/Same $ – Facilitated by course instructor – Supported by IT department • Student Costs – Computer – Internet access – Adaptive Learning Software & eBook
Notas del editor
- Today, I’d like to propose offering an online version of Elementary Algebra for our students. Using best practices in instructional design and pedagogy, an online course format is an efficient method to promote active learning. Consequently, student learning is more effective and college success measures improve.
- Let me share a common scenario encountered by math instructors. That is, substantial numbers of overwhelmed developmental math students who are unsuccessful yet again. A student’s lack of success has implications for the course and college as well.
- Students who struggle in developmental mathematics often share similar academic and social challenges. Common academic challenges are inconsistent study habits, gaps in content mastery, lack of engagement, and undeveloped thinking skills. Their social challenges on campus are related to a general disconnection and lack of interaction with their own classmates, course instructors, and advisory staff.
- Unfortunately, for students, challenges not met can add up to more than simply failing at mathematics.
- A learning community suffers when a group of students perform poorly or fail to complete the course.
- Student retention rates are critically impacted by the number of students who transition between their first and second years successfully. Typically, students attempt developmental coursework early. Many students lacking success in these courses leave college. Additionally, students retaking developmental courses must push out future graduation dates, negatively affecting time-to-degree rates.
- Perhaps, asking some questions and examining our findings would help us support developmental learners better.
- No surprises here. Academic goals, skills, and self-confidence are the main factors affecting student success.
- It appears that mathematics plays a decisive role in both measures of retention and time-to-degree. Simply stated, colleges and their students are both more successful when mathematics is taught effectively.
- Once learning becomes active, an instructor can more effectively facilitate learning by: 1) creating opportunities to practice accountability for oneself and others, and 2) promoting engagement with course content and skills development.
- Reflection about oneself and one’s relationship with knowledge helps a learner discover meaning in what is to be learned. Learning becomes relevant for the learner.
- Active learning emphasizes development of academic-related skills and self-confidence, two broad factors that are proven to increase student retention. Participating and contributing to the learning community diminishes feelings of social isolation. Success becomes its own reward.
- Research about active learning and its relationship with the way the brain learns is very promising. Harvard University has a nice repository of current research reports you should check out.
- Developmental math courses can easily make use of various common online elements. The above tools can be found in most commercial Learning Management Software Suites (LMSs). Let’s examine how each of these learning tools corresponds with active learning ideals.
- An online course employing best practices in pedagogy and instructional design strengthens community by improving communication and social connection. Students who practice accountability and become engaged with learning demonstrate academic success.
- Current technology allows cost-effective integration of elements such as reflection, discussion, and collaboration alongside presentation of subject content and assessments in an online course’s design.
- By offering students an opportunity to enroll in an online elementary algebra course, we improve student engagement and accountability, key features encouraged in an active learning environment. Student retention rates will increase and the time-to-degree rate will be reduced. I am prepared to facilitate elementary algebra in an online format for our students. Let’s open the door for our 21st century learners.