The Effects of Self-Paced Blended Learning of Mathematics

Autor/inn/en	Balentyne, Phoebe; Varga, Mary Alice
Titel	The Effects of Self-Paced Blended Learning of Mathematics
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 35 (2016) 3, S.201-223 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Individualized Instruction; Pacing; Blended Learning; Mathematics Instruction; Online Courses; Electronic Learning; Academic Achievement; Middle School Students; Mathematics Achievement; Attitudes + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Lerntempo; Mathematics lessons; Mathematikunterricht; Online course; Online-Kurs; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Attitude; Einstellung; Verhalten
Abstract	As online and blended learning gain more popularity in education, it becomes more important to understand their effects on student learning. The purpose of this study was to explore the effects of self-paced blended learning of mathematics on the attitudes and achievement of 26 high ability middle school students, and investigate the relationship between perceived effectiveness of self-paced blended learning and achievement growth. Findings revealed that attitudes toward mathematics and students' value of mathematics improved as a result of the self-paced blended course. Achievement growth during the traditional course the year prior and during the self-paced blended course was not significantly different. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01