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Effectiveness of Online Algebra Learning: Implications for Teacher Preparation
PROCEEDINGS

, University of North Florida, United States ; , Florida Virtual School, United States ; , University of North Florida, United States ; , University of South Florida, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study of an online algebra course looked at the overall effectiveness of the course and at the development, implementation, and evaluation of interactive tools for graphing linear equations. The first part of the study compared algebra achievement of virtual school students to that of public classroom-based students in the same state. The second part of the study focused on an interactive tool that was evaluated with virtual school algebra students. The performance of these students on the component was compared to the performance of students who did not use the intervention. The achievement of online algebra students was equivalent to that of students in face-to-face algebra courses, as was the performance of students learning in the online course with the interactive tools as compared to students not using the tools. The implications of the unique nature of the online algebra course for teacher preparation are discussed.

Citation

Cavanaugh, C., Gillan, K., Bosnick, J. & Hess, M. (2006). Effectiveness of Online Algebra Learning: Implications for Teacher Preparation. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 284-290). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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