
06617845
j
2016e.00406
Deshler, Jessica
Fuller, Edgar
The effects of migration to a blended selfpaced format for a remedial precollege algebra mathematics course.
J. Comput. Math. Sci. Teach. 35, No. 2, 113129 (2016).
2016
Association for the Advancement of Computing in Education (AACE), Waynesville, NC
EN
D45
H15
I15
D75
college algebra preparation
precollege courses
remedial teaching
teaching methods
instructional modes
selfpaced hybrid format
experience reports
research
educational diagnosis
success rates
performance
evaluation
computer as educational medium
independent study
workshop
postsecondary education
Summary: Approximately 30\% of students entering West Virginia University (WVU) are not ready for college mathematics. The WVU Department of Mathematics has been tasked with remediating these students and has worked over the last decade to find the most efficient way to teach the PreCollege Algebra Workshop; the prerequisite course students must complete (if unable to test into college mathematics) to enroll in College Algebra. The course was originally delivered as a traditional lecture and was later migrated to a selfpaced hybrid format and has been recently redesigned. In this paper we describe three structures of the course over a six and a half year period and present student success data. We look not only at how students perform in the PreCollege Algebra Workshop but also in their subsequent mathematics courses after having completed the different versions of the PreCollege Algebra Workshop in which they were enrolled to determine the efficacy of programmatic changes.