Computer-Aided Instruction: College Algebra Students' Perceptions
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| Title: | Computer-Aided Instruction: College Algebra Students' Perceptions |
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| Language: | English |
| Authors: | Aichele, Douglas B., Tree, D. Rae, Utley, Juliana |
| Source: | MathAMATYC Educator. Sep 2012 4(1):54-62. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 9 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Computer Assisted Instruction, Student Attitudes, Algebra, Instructional Design, Internet, Web Based Instruction, Learning Experience, Educational Technology, College Mathematics, Teaching Methods, Blended Learning |
| ISSN: | 1947-279X |
| Abstract: | Technology permeates our daily lives; education has not been untouched. Liaw (2002) points out that "teachers, trainers, and instructional designers of computer-based or Web-based instruction would benefit by being more attentive to learners' perceptions toward Web-based environments." Reviewing the earlier research into student perceptions toward online or blended nonmathematical courses, studies found that students were in general satisfied with their learning experience. Additionally, students believed the courses benefited their learning, increased their motivation, and improved their self-discipline. A main reason mentioned for the satisfaction was the convenience and flexibility offered by the course structure; the courses allowed for self-pacing, learning at any place and any time, and saving time. Students did worry about the lack of traditional teachers, believing that a face-to-face component was still important for the learning experience. In the study described here, researchers sought to describe the thoughts and feelings of students participating in redesigned blended computer-aided sections of college algebra. Results indicated that about 38% of the participants had positive thoughts and perceptions about taking a section of computer-aided college algebra, while about 47% reported negative initial thoughts and perceptions. (Contains 2 tables.) |
| Abstractor: | ERIC |
| Number of References: | 17 |
| Entry Date: | 2012 |
| Access URL: | https://www.amatyc.org/publications/mathamatyceducator/Sept2012/index.html#aichele |
| Accession Number: | EJ987036 |
| Database: | ERIC |
| Abstract: | Technology permeates our daily lives; education has not been untouched. Liaw (2002) points out that "teachers, trainers, and instructional designers of computer-based or Web-based instruction would benefit by being more attentive to learners' perceptions toward Web-based environments." Reviewing the earlier research into student perceptions toward online or blended nonmathematical courses, studies found that students were in general satisfied with their learning experience. Additionally, students believed the courses benefited their learning, increased their motivation, and improved their self-discipline. A main reason mentioned for the satisfaction was the convenience and flexibility offered by the course structure; the courses allowed for self-pacing, learning at any place and any time, and saving time. Students did worry about the lack of traditional teachers, believing that a face-to-face component was still important for the learning experience. In the study described here, researchers sought to describe the thoughts and feelings of students participating in redesigned blended computer-aided sections of college algebra. Results indicated that about 38% of the participants had positive thoughts and perceptions about taking a section of computer-aided college algebra, while about 47% reported negative initial thoughts and perceptions. (Contains 2 tables.) |
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| ISSN: | 1947-279X |
