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| Autor/in | Hagopian, Tim |
|---|---|
| Titel | 1 Thirty Station Math Lab + 2 Faculty = Managing 500 Students Successfully in Low-Level Mathematics Courses. |
| Quelle | (1996), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Instruction; Comparative Analysis; Computer Assisted Instruction; Computer Centers; Computer Managed Instruction; Courseware; Higher Education; Instructional Effectiveness; Integrated Learning Systems; Learner Controlled Instruction; Learning Laboratories; Programmed Instructional Materials; Remedial Mathematics |
| Abstract | In response to a decision at Worcester State College (Massachusetts) that remedial mathematics and other mathematics courses should be taught in a non-lecture format--learning by doing rather than by watching--a math computer lab was created. Three courses each have a 1-hour lecture per week, with students responsible for all additional learning and practice in the computer lab using publisher supplied tutorial and testing software. Students can make unlimited use of student lab aids/tutors free of charge. The lab also provides resources and tutoring for the rest of the college. Advantages to the lab based approach include: students learn independently; course consistency; self-pacing; cheating is minimized; and less "boring" lectures. Disadvantages include: more students"apparently go by the way-side"; multiple choice testing only; some students resist; one to two fewer full-time faculty are employed; and test score results are instant (not good for students who score very low). Any system works poorly if many students do not care to learn or work hard, have weak backgrounds, and work very long hours at jobs while attending school. With further refinements, and as new students each year have less anxiety about computers, the lab approach will only get better. Includes course syllabi and a chart comparing the effectiveness of traditional versus lab based class formats. (SWC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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