Perceptions and Experiences of Faculty Members Regarding Online Mathematics Post-Secondary Courses

Autor/in	O'Brien, Rita Marie
Titel	Perceptions and Experiences of Faculty Members Regarding Online Mathematics Post-Secondary Courses
Quelle	(2017), (136 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-8526-6
Schlagwörter	Hochschulschrift; Dissertation; College Faculty; Teacher Attitudes; Teaching Experience; Online Courses; College Mathematics; Qualitative Research; Case Studies; Teaching Methods; Instructional Improvement; Semi Structured Interviews; Placement; Communication (Thought Transfer); Credibility; Learning Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fakultät; Lehrerverhalten; Online course; Online-Kurs; Qualitative Forschung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Betriebspraktikum; Praktikum; Communication; thought; Kommunikation; Gedanke; Glaubwürdigkeit; Learning theory; Lerntheorie
Abstract	The U.S. is no longer one of the world leaders in mathematics. In the future, more graduates will be needed to fill more than a million mathematics-intensive positions. However, the number of post-secondary learners graduating with mathematics-intensive degrees has been declining since 1984. Therefore, there will not be enough graduates to fill the jobs. One reason for the decline in post-secondary mathematics-intensive degrees may be related to the increase in online course delivery, since online learning including courses in mathematics has grown; however, the online completion rates are low. The specific problem was the lack of knowledge faculty members have regarding andragogy and how that theory informed their teaching strategies in post-secondary mathematics online courses. The purpose of this qualitative multiple case study was to explore the perceptions and experiences of faculty members about currently-used teaching strategies and how to improve them in post-secondary mathematics online courses to impact practice and theory. The perceptions and experiences of faculty members about online mathematics teaching strategies may aid in the modification or creation of new strategies and help achieve the objective of having American citizens fill available mathematics-intensive careers. Nine faculty members participated in face-to-face semi-structured interviews with the researcher. The participants included seven women and two men. The ages of the participants ranged from 31 to 65 years. Six participants hold a Master's degree and three participants have a Ph.D. Six participants are full-time instructors and three are part-time instructors. Three participants teach at the community college level, four participants teach at the bachelor's level, and two participants teach at the graduate level. Three participants were from for-profit institutions and six were from non-profit institutions. Emergent themes are placement, communication, credibility, and lack of learning theory training. Participants offered information about these themes as well as some suggestions for changes of online mathematics courses. Recommendations for future research include replicating this study with the learners of online post-secondary mathematics courses and a study of online mathematics academic integrity strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01