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Online Assignments and Interactive Classroom Sessions: A Potent Prescription for Ailing Success Rates in Calculus
The goal of this study was to determine whether students' achievement in Calculus courses could be improved using the online assessment system WeBWorK, with or without interactive classroom support. Three instructional designs (C1, C2 and C3) were compared, all using lecture format classes and standard content, but with differences in assignment delivery: C1, paper; C2, WeBWorK with unlimited tries; C3 differed from C2 only because 20% of class time was spent with students working on assignments, interacting with the teacher and each other. There were no differences in student achievement, as measured by independent coding of student protocols, or motivation between C1 and C2. C3 students outperformed other students and exhibited more effort. The self-efficacy of all students decreased pre- to post-instruction with the exception of women in C3 classes. Importantly, the C3 design has now been adopted by a majority of instructors at the research site.
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More about this material
- Material Type:
- Open (Access) Journal-Article
- Date Added to MERLOT:
- July 7, 2014
- Date Modified in MERLOT:
- July 7, 2014
- Authors:
-
Helena Dedic,
Vanier College and Concordia University
Steven Rosenfield, Vanier College and Concordia University
Ivan Ivanov, Vanier College and Concordia University - Submitter:
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Barbra Bied Sperling
- Primary Audience:
- College Lower Division, College Upper Division, Graduate School
- Mobile Compatibility:
- Not specified at this time
- Technical Requirements:
- Adobe Reader (for pdf) or Web Browser (for html)
- Language:
- English
- Cost Involved:
- No
- Source Code Available:
- No
- Creative Commons:
-
This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States
