The Effects of Course Structure Design on Achievement in Online Community College Mathematics Courses
Sonia Ford, Fethi Inan, Texas Tech University, United States
EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Course design is an important aspect in offering online courses in the field of mathematics since many students at the community college level already possess an anxiety towards the subject without the added burden of a poorly designed online course. This study examined student achievement and attrition rates between a low-structure course design and a high-structure course design. Students from sections of online College Algebra were assigned to one of two course pacing groups. Students completed a pretest and posttest to measure achievement on course objectives and records were analyzed to determine rates of attrition in each course structure. Results indicate no significant difference on achievement in course objectives based on the course format; however the high-structure course had a higher attrition rate than the low-structure course.
Ford, S. & Inan, F. (2013). The Effects of Course Structure Design on Achievement in Online Community College Mathematics Courses. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 1985-1988). Victoria, Canada: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)