Computer-Aided College Algebra: Learning Components that Students Find Beneficial

Autor/inn/en	Aichele, Douglas B.; Francisco, Cynthia; Utley, Juliana; Wescoatt, Benjamin
Titel	Computer-Aided College Algebra: Learning Components that Students Find Beneficial
Quelle	In: MathAMATYC Educator, 2 (2011) 2, S.12-19 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-279X
Schlagwörter	Video Technology; Textbooks; Focus Groups; Computer Assisted Instruction; Computers; Algebra; Tutoring; Teaching Methods; Mathematics Instruction; Mathematics Education; College Mathematics; Higher Education + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Computer based training; Computerunterstützter Unterricht; Digitalrechner; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	A mixed-method study was conducted during the Fall 2008 semester to better understand the experiences of students participating in computer-aided instruction of College Algebra using the software MyMathLab. The learning environment included a computer learning system for the majority of the instruction, a support system via focus groups (weekly class meetings), and tutorial services. Emerging themes for the best way to learn College Algebra were (1) use of resources (45.6% indicated View an Example, Video, or Textbook); (2) soliciting help from others (44.7% indicated tutors, time in tutoring lab, or attending Focus Group); and (3) "practice, practice, practice" (approximately 30%). Least beneficial resources identified were textbooks (traditional and electronic), videos, and focus groups. Combining the two most mentioned computer-only resources, View an Example and Help Me Solve This, accounted for 82.3% of the responses; only 14.8% identified these singly. Interestingly, combining the single effects of Help Me Solve This and tutoring, accounted for 21.0% of the responses; students appeared to value a computer resource coupled with a face-to-face resource over strictly computer resources. The results of this study suggested that students preferred resources that directly helped them with individual homework problems, rather than those emphasizing major concepts. (Contains 4 tables.) (As Provided).
Anmerkungen	American Mathematical Association of Two-Year Colleges. 5983 Macon Cove, Memphis, TN 38134. Tel: 901-333-4643; Fax: 901-333-4651; e-mail: amatyc@amatyc.org; Web site: http://www.amatyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10