Evaluating the implementation of a constructivist course redesign model for online college-level mathematics.

摘要

An action science research study was conducted to support a diverse student population enrolled in an online college-level mathematics course. At State College 1 (SC1) in Florida, the intermediate algebra course was the first college-level course students encountered in the college-level mathematics track. Historically, only 60% of SC1 students successfully completed this course when it was offered online. Additionally, in 2013, the Legislature revised the post-secondary developmental education programs and permitted students to enroll in the college-level courses without demonstrating proficiency of prerequisite skills. A constructivist model of online course development was proposed to redesign the online course. The model consisted of a collaborative team approach to online course development enhanced by qualitative data from faculty and students. Additionally, the model incorporated mastery and adaptive learning strategies into the course redesign. The data showed that an intermediate algebra course needed student engagement activities that added to the academic experience; strategies that reinforced mathematical skills and vocabulary; and clear, concise instructions. The data further showed mastery and adaptive strategies would be effective with repeat or first time learners and the online homework delivery system contributed to student learning for developmental and college-ready students. Using qualitative data from faculty, instructional designers, and students, the course was redesigned and evaluated for quality standards of online learning. The redesigned course met quality standards of online learning and was then given to the mathematics department for possible implementation.