Online assignments and interactive classroom sessions: A potent prescription for ailing success rates in calculus

TitleOnline assignments and interactive classroom sessions: A potent prescription for ailing success rates in calculus
Publication TypeJournal Article
Year of Publication2008
AuthorsDedic, H, Rosenfield, S, Ivanov, I
JournalMERLOT Journal of Online Learning and Teaching
Volume4
Issue4
Pagination515-525
Date PublishedDecember 2008
Abstract

Authors' abstract: The goal of this study was to determine whether students’ achievement in Calculus courses could be improved using the online assessment system WeBWorK, with or without interactive classroom support. Three instructional designs (C1, C2 and C3) were compared, all using lecture format classes and standard content, but with differences in assignment delivery: C1, paper; C2, WeBWorK with unlimited tries; C3 differed from C2 only because 20% of class time was spent with students working on assignments, interacting with the teacher and each other. There were no differences in student achievement, as measured by independent coding of student protocols, or motivation between C1 and C2. C3 students outperformed other students and exhibited more effort. The self-efficacy of all students decreased pre- to post-instruction with the exception of women in C3 classes. Importantly, the C3 design has now been adopted by a majority of instructors at the research site.

URLhttp://jolt.merlot.org/vol4no4/ivanov_1208.pdf