A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large-Scale Research (2000-2015)

Autor/inn/en	Trenholm, Sven; Peschke, Julie; Chinnappan, Mohan
Titel	A Review of Fully Online Undergraduate Mathematics Instruction through the Lens of Large-Scale Research (2000-2015)
Quelle	In: PRIMUS, 29 (2019) 10, S.1080-1100 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trenholm, Sven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1472685
Schlagwörter	Undergraduate Students; Online Courses; Mathematics Instruction; College Mathematics; Web Based Instruction; Instructional Effectiveness; Instructional Improvement; Conventional Instruction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Mathematics lessons; Mathematikunterricht; Web Based Training; Unterrichtserfolg; Unterrichtsqualität
Abstract	The use of fully online instruction has been proliferating in higher education. In undergraduate mathematics, arguments about the effectiveness of fully online instruction have been met with contrasting claims about its potential. Some assert that fully online instruction can promote a deeper and richer conceptual understanding of mathematical ideas while others claim it is difficult to teach mathematics effectively in a fully online context. The aim of this study is to examine these claims by documenting relevant empirical evidence, the findings of which we hope will inform current efforts, by both faculty and administrators, to improve fully online mathematics instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01