PowerPoint Presentation

Online Elementary AlgebraA Strategy for Student Success in Developmental Mathematics

UCSD Ext Online Learning PracticumSummer 2014Sara Revesz

Today, Id 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.1

An all too familiar problem . . . endlessly repeating the same non-credit course . . .

The Overwhelmed Developmental Math Student

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 students lack of success has implications for the course and college as well.2

Challenges for Developmental LearnersAcademic ChallengesPoor study habitsLacking in skills developmentDoes not see value in assignments and coursesFeedback too little too late

Social ChallengesWeakened communityAlienation and social isolationSubject to negative peer pressureDisconnected from faculty and advisors

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.3

Lost time . . . Lost money . . . Lost dreams

Unfortunately, for students, challenges not met can add up to more than simply failing at mathematics.4

Implications for Course . . .

Weakens learning community

High failure/drop rate

A learning community suffers when a group of students perform poorly or fail to complete the course.5

Implications for College . . .Decreased retention ratesIncreased Average Time-to-Degree rates

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. 6

what questions lead us to a More effective solution?

Perhaps, asking some questions and examining our findings would help us support developmental learners better.7

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}

No surprises here. Academic goals, skills, and self-confidence are the main factors affecting student success.8

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.}

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.

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Teacher-Centered vs. Learner-Centered{Learner-Centered Assessment on College Campuses by Huba and Freed 2000}Teacher-centered (passive)Teachers role = information giver & evaluator, student is learner

Knowledge transmittedLecture, Listening/Reading & Independent StudyAcquisition emphasized

Goal is the right answer

Assignments and exams for summative purposesTeaching & Assessment separateAssessment is indirect & monitors learningLearner-centered (active)Teachers role = coach & facilitator, all are learnersKnowledge constructedOnline, asynchronous, self-directed/collaborative/cooperative/ Problem-based learningSynthesizing/Integrating emphasized

Goal is asking better questions & learning from errorsAssignments for formative purposesTeaching & Assessment togetherAssessment is direct and promotes & diagnosis learning

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.

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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}

Reflection about oneself and ones relationship with knowledge helps a learner discover meaning in what is to be learned. Learning becomes relevant for the learner. 11

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: 159167, 2006.}{Derek Bok Center for Teaching and Learning Resources, Harvard University.}

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.12

Why Does Active Learning Work?

Basically, active learning gets your students tothink, 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).}

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.13

A Sampling of Online ToolsLMS Content modulesMulti-mediaVideosSlideshowsWidgets & AppsBlogWikiDiscussionsAdaptive learning software - eBookVirtual study roomsAssessment activities

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). Lets examine how each of these learning tools corresponds with active learning ideals. 14

Learning ComponentAcademic ChallengesSocial ChallengesStrengthen CommunityStudent AccountabilityLearner EngagementLMS Content modulesXXXMulti-media (videos, slideshows, online widgets & apps)XXXBlogXXXXXWikiXXXXXDiscussionsXXXXXAdaptive learning software & eBookXXXVirtual study roomsXXXXXAssessment activitiesXXXX

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.}

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.15

What Will It Cost?Development costs = Zero $Developed by course instructorUses existing LMS frameworkOverhead Costs = Less/Same $Facilitated by course instructorSupported by IT departmentStudent CostsComputerInternet accessAdaptive Learning Software & eBook

Current technology allows cost-effective integration of elements such as reflection, discussion, and collaboration alongside presentation of subject content and assessments in an online courses design.

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lets get started!

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. Lets open the door for our 21st century learners.17