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ERIC Number: ED552951
Record Type: Non-Journal
Publication Date: 2013
Pages: 128
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1633-2
ISSN: N/A
A Study of Instructional Best Practices in Online Mathematics
Tatum, Teresa A.
ProQuest LLC, Ph.D. Dissertation, Capella University
This study concentrated on faculty perceptions of the instructional methods used in delivering online mathematics courses. Included in the study were mathematics instructors from 3 Florida public postsecondary institutions. A concurrent, mixed methods approach was used to evaluate instructors' self-perceived levels of implementation of the 7 principles of best practices in undergraduate education (Chickering & Gamson, 1987, "Seven Principles for Good Practice in Undergraduate Education"). Data were collected using a survey methodology to identify key demographic factors, multiple rating scale responses indicating level of implementation, and open-ended responses identifying enabling and inhibiting factors. All analyses were carried out using SAS v.9.3, employing descriptive and inferential statistical methods, as well as the qualitative analysis of open-ended responses. The study results indicated that not all 7 principles were widely implemented. The principles that were the most widely implemented included instructional strategies with elements of encouragement; regular, timely feedback on students' work; and clear communication of expectations regarding participation, assignments, and deadlines. The results also indicated that implementation was facilitated by course room structure and software as well as teaching practices that supported student engagement in a variety of formats. In addition, the data showed that teaching practices associated with increasing years' experience had a positive effect on the level of implementation. The findings suggest that course software that facilitates instructor-to-student feedback and instructional practices that encourage student interaction and motivate students to participate are elements vital to the success of the online mathematics course room. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A