A Study of Instructional Best Practices in Online Mathematics

Autor/in	Tatum, Teresa A.
Titel	A Study of Instructional Best Practices in Online Mathematics
Quelle	(2013), (128 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-1633-2
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Best Practices; Teaching Methods; Mathematics Instruction; College Mathematics; College Faculty; Mixed Methods Research; Teacher Attitudes; Undergraduate Study; Teacher Surveys; Rating Scales; Barriers; Inferences; Educational Technology; Learner Engagement; Computer Software; Courseware; Interaction; Teacher Student Relationship; Feedback (Response) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Fakultät; Lehrerverhalten; Grundstudium; Rating-Skala; Inference; Inferenz; Unterrichtsmedien; Lernsoftware; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study concentrated on faculty perceptions of the instructional methods used in delivering online mathematics courses. Included in the study were mathematics instructors from 3 Florida public postsecondary institutions. A concurrent, mixed methods approach was used to evaluate instructors' self-perceived levels of implementation of the 7 principles of best practices in undergraduate education (Chickering & Gamson, 1987, "Seven Principles for Good Practice in Undergraduate Education"). Data were collected using a survey methodology to identify key demographic factors, multiple rating scale responses indicating level of implementation, and open-ended responses identifying enabling and inhibiting factors. All analyses were carried out using SAS v.9.3, employing descriptive and inferential statistical methods, as well as the qualitative analysis of open-ended responses. The study results indicated that not all 7 principles were widely implemented. The principles that were the most widely implemented included instructional strategies with elements of encouragement; regular, timely feedback on students' work; and clear communication of expectations regarding participation, assignments, and deadlines. The results also indicated that implementation was facilitated by course room structure and software as well as teaching practices that supported student engagement in a variety of formats. In addition, the data showed that teaching practices associated with increasing years' experience had a positive effect on the level of implementation. The findings suggest that course software that facilitates instructor-to-student feedback and instructional practices that encourage student interaction and motivate students to participate are elements vital to the success of the online mathematics course room. [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