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

Published byChristopher Holt Modified over 9 years ago

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

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

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

3 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

4 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

5 F2F vs. Online

6 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

7 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

8 Thank you! Questions?

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