A Pre-Calculus Course: From classroom to online to MOOC Sarah Eichhorn Associate Dean, Distance Learning & Faculty, School of Physical Sciences.

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Presentation transcript:

A Pre-Calculus Course: From classroom to online to MOOC Sarah Eichhorn Associate Dean, Distance Learning & Faculty, School of Physical Sciences

Face-to-Face Course Online Course Hybrid Course Coursera MOOC Optional

Course Asset Details Video Lectures – 140 tablet written narrated PowerPoints – 6 green screen unit introductions – weekly JIT webcam videos Assessments – Traditional final exams Similar to textbook homework problems Short answer and multiple choice versions – ALEKS Learning Software Adaptive learning system Individualized paths of study for each student Reevaluates students for mastery learning Final exam with multiple versions of each problem

F2F vs. Online Indicators and Findings Grades and Final Exams in Pre-Calculus – Too many confounding factors to analyze grades effectively – Final exam performance on paired problems shows no discernable difference between online and F2F Time spent on problem solving – F2F students reported spending 6 hrs/wk on course work – Online students spent on average 11 hrs/wk in ALEKS Instructor/Course Evaluations – Online students much less happy with course, but has improved Common Final Exam for Calculus I and Calculus II – Online does 2-5% better on Calculus final than F2F students – In progress: Drill down on individual topics

F2F vs. Online

Online vs. MOOC Online CourseMOOC Enrollment (typical section)30045,000 Retention Rate93%12% Pass Rate75%8% Final exam average69%72% Time spent in ALEKS11 hrs/wk7 hrs/wk* Courses both: – 10 weeks long – covered the same content – had a comprehensive final exam

F2F vs. Hybrid The Study University System of Maryland Embedded repurposed MOOC content into hybrid course Goal “to explore the potential for MOOCS … to improve student learning” and “to understand the conditions that make use of these materials more or less effective and efficient for student learning” The Results 2 out of 6 sections taught as hybrid with MOOC content Hybrid sections were larger and had less class time Hybrid sections were 2 nd and 3 rd highest scores on common course assessment ** Several confounding factors still not studied

Thank you! Questions?