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Computer-Aided Instruction: College Algebra Students' Perceptions

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Title: Computer-Aided Instruction: College Algebra Students' Perceptions
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: PDF
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
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  Data: 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
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 54
    Subjects:
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        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: College Mathematics
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Blended Learning
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