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Exploring Blended Algebra: Enhancing Virtual Courses in Mathematics Education

Discover the advantages and challenges of using a blended model for virtual algebra courses, highlighting flexibility and social interaction while addressing barriers and design considerations.

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Exploring Blended Algebra: Enhancing Virtual Courses in Mathematics Education

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  1. BlendedAlgebra One Florida Center for Research in Science, Technology, Engineering and Mathematics 2012 Conference St. Petersburg, Florida Thursday, December 6, 2012 Rhonda L. Williams, M.S. University of Florida rlwms@ufl.edu http://blendedalgebraone.wordpress.com

  2. Background of Virtual Courses • Increasingly popular to provide on-line courses • Initially developed to accommodate non-traditional students • New Florida legislation about virtual courses

  3. Highlights of Virtual Education • Positive • Flexibility • Asynchronous • Location is not an issue • Negative • Learners must be self-discipline or have the support to complete tasks in timely manner • Lack of physical contact with instructor and peers

  4. LET’S EXPLORE THE BLENDED MODEL

  5. Blended/Hybrid Model • Course that blends online and face-to-face delivery • Substantial proportion of the content is delivered online • Typically uses online discussions and some face-to-face meetings.

  6. The Sloan Consortium Definition

  7. Bonk & Graham (2005) noted that learners did not want to sacrifice the social interaction for the convenience of the online environment.

  8. Notes on Blending • Assignments are flexible • Social interaction with peers • Physical availability of the instructor

  9. If not properly designed it will not create the ultimate learning opportunity.

  10. Students will need to be encouraged and required to complete assignments in a timely manner.

  11. Barriers to using a Blended model • Time • Required to Plan • Technology • Access on campus and off campus • Support • Administrative • Departmental

  12. Steps to considering when creating a blend • Why? • What? • How? • Is it helpful?

  13. RESOURCES www.edmodo.com www.Kutasoftware.com www.interactmath.com www.jing.com www.socrative.com www.educreation.com

  14. Additional RESOURCES • http://flippedlearning.org/ • http://flippedclassroom.org/ • http://www.infinitethinking.org/index.html • http://www.schoolwires.com/Page/268 • http://www.brianbennett.org/fln/techsmithflnbookmark.pdf • http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php • http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php

  15. The Blended Model An Example of an Algebra 1 Module

  16. My Example • http://blendedalgebraone.wordpress.com/about/ • Student View • Instructor View

  17. Questions & Answers

  18. Thank You for Attending  Rhonda L. Williams, M.S. rlwms@ufl.edu

  19. REFERENCES Ally, M. (2004). Foundations of Educational Theory . Theory and Practice ofOnline Learning. Athabasca University Press: CA. Bonk, C. & Graham, C. (2005). Handbook of blended learning: Global perspectives, local designs. Part 1, Introduction. 1-21.San Francisco, CA:Pfeiffer Publishing. Hughes, J. E., Mcleod, S., Brown, R., Maeda, Y. & Choi, J. (2007). Academic achievement and perceptions of the learning environment in virtual and traditional secondary mathematics classrooms. The American Journal of Distance Education, 21(4), 199-214. Kodippili, A. & Senaratne, D. (2008). Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928-932. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. NCTM: Reston, VA Picciano, A. (2009). Blending with a Purpose: The Multimodal Model. Journal of Synchronous Learning Networks, 13 (1), 7-18. Weems, G. (2002). Comparison of beginning algebra taught onsite versus online. Journal of Development Education, 26 (1), 10-18.

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