Implementation and Impact of a Web-Based Activity and Testing System in Community College Algebra [Konferenzbericht] Paper presented at the Annual Conference on Research in Undergraduate Mathematics Education (21st, San Diego, CA, 2018).

Autor/inn/en	Hauk, Shandy; Matlen, Bryan
Titel	Implementation and Impact of a Web-Based Activity and Testing System in Community College Algebra [Konferenzbericht] Paper presented at the Annual Conference on Research in Undergraduate Mathematics Education (21st, San Diego, CA, 2018).
Quelle	(2018), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Two Year College Students; College Mathematics; Algebra; Mathematics Achievement; Mathematics Tests; Developmental Studies Programs; Mathematics Instruction; Web Based Instruction; Instructional Effectiveness; Fidelity + Suchen Sie Ihr Suchwort? Community college; Community College; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Mathematics lessons; Mathematikunterricht; Web Based Training; Unterrichtserfolg
Abstract	Most community college students in the U.S. must complete at least one developmental class, such as elementary algebra, before they can enroll in a college-level mathematics course. Increasingly common in such courses is the use of a web-based activity and testing system (WATS). This report presents initial results of a mixed-methods study of elementary algebra learning among 510 students in the classes of 29 instructors across 18 community colleges. Instructors were randomly assigned to use a particular WATS (treatment condition) or their usual approach (control condition). The focal WATS had adaptive problem sets, hints, and videos. Treatment group instructors had access to online support for implementation. For the study, students completed common pre- and post-tests and instructors regularly provided information about their teaching practices. The early results reported here indicate that greater instructor fidelity to developer intentions regarding frequency of assignments are positively associated with greater student learning. [This paper was published in: A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), "Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, San Diego, California," 2018.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06