Student attrition in mathematics e-learning

Glenn Smith; David Ferguson

Australasian Journal of Educational Technology Vol. 21, No. 3 (Jan 01, 2005) pp. 323–334

Qualitative studies indicate that mathematics does not work well in e-learning. The current study used quantitative methods to investigate more objectively the extent of problems with mathematics in e-learning. The authors used student attrition as ...

MathThread: Mathematics formulas and diagrams in Distance Learning threaded discussions

David Ferguson; Glenn Smith

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2002 (2002) pp. 2741–2742

Distance learning web-environments do not provide the most basic communication tools for discussion of math problem solving vital to math courses. A needs assessment indicates that online instructors and students need to be able to view, edit, and...

Topics: Mathematics, Students

Diagrams and Math Notation in E-Learning: Growing Pains of a New Generation

Glenn Gordon Smith; David Ferguson

International Journal of Mathematical Education in Science and Technology Vol. 35, No. 5 (September 2004) pp. 681–695

Current e-learning environments are ill-suited to college mathematics. Instructors/students struggle to post diagrams and math notation. A new generation of math-friendly e-learning tools, including WebEQ, bundled with Blackboard 6, and NetTutor's...

Distance calculus students’ understanding of derivative

Glenn Smith; David Ferguson; Sumita Gupta

World Conference on Educational Media and Technology 2003 (2003) pp. 215–220

In distance college level calculus courses using the new math-oriented tools supporting formulas, diagrams and graphs for two-way communication, how do how students' understanding of derivative compare with their face-to-face counterparts? Several...

Topics: Mathematics, Communication, Students

Teaching Over the WEB versus Face to Face

Glenn Smith; David Ferguson; Mieke Caris

EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1761–1766

This qualitative study investigated differences, from the point of view of instructors, between teaching college courses over the WEB vs. in more traditional face-to-face formats. We interviewed 21 college instructors who had taught in both...

The Design of Algorithms

David L. Ferguson; Peter B. Henderson

Machine-Mediated Learning Vol. 2, No. 1 (1987) pp. 67–82

Designed initially for use in college computer science courses, the model and computer-aided instructional environment (CAIE) described helps students develop algorithmic problem solving skills. Cognitive skills required are discussed, and...

The Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines

Glenn Gordon Smith; David Ferguson; Mieke Caris

Journal of Educational Computing Research Vol. 29, No. 1 (2003) pp. 29–59

This study examined the instructor experience of teaching college courses (discussion-based and mathematics) over the Web, versus in the classroom, in terms of teaching, social issues, and emergent issues such as media effects. We interviewed, by e...

Two-way online communication of diagrams and math notation: implications for instructional design of e-learning math courses

Glenn Smith; David Ferguson; Sumita Gupta

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 735–738

This paper considers instructional design issues involving a new generation of math-friendly e-learning tools, such as WebEQ with Blackboard and NetTutor's Whiteboard, which address the ongoing problem of the posting of math notation and diagrams in ...

Topics: Mathematics, Instructional Design

Teaching College Courses Online versus Face-to-Face

Glenn Gordon Smith; David Ferguson; Mieke Caris

T.H.E. Journal Vol. 28, No. 9 (2001) pp. 18–22

Examines the differences faculty experience in teaching online courses versus traditional courses. Discusses distance education; results of faculty interviews; reliance on text-based communication and a lack of visual cues with online courses;...

Learning math problem-solving in online courses

Glenn Smith; David Ferguson; Edwin Tjoe

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 1480–1482

How can students learn problem-solving in online courses? Learning to problem-solve is critical to undergraduate college students' mastery of mathematics. In traditional face-to-face courses, the instructor can model problem-solving by working...

Topics: Students

Teaching On-Line versus Face-to-Face

Glenn Gordon Smith; David Ferguson; Mieke Caris

Journal of Educational Technology Systems Vol. 30, No. 4 (2002) pp. 337–64

Investigates and describes the current instructor experience of teaching college courses over the Web versus in face-to-face formats in terms of teaching strategies, social issues, and media effects. Discusses communication styles, relationship...

Math and Distance Learning threaded discussions

Janice Grackin; David Ferguson; Risako Izubuchi; Glenn Smith

World Conference on Educational Media and Technology 2002 (2002) pp. 1819–1824

Distance learning web-environments do not provide the most basic communication tools for discussion of math problem solving vital to math courses. A needs assessment indicates that online instructors and students need to be able to view, edit, and...

Topics: Inclusive Education, Information Sciences, Learning Outcomes, Distance Education, Instructional Design

Conversation, the constructivist perspective

Gary Ferguson-Smith; David Allibon; Christine Brown; Barry Harper; John Hedberg

World Conference on Educational Media and Technology 2000 (2000) pp. 333–338

This paper is a report in progress on a longitudinal case study over six years at Apollo Parkways Primary School. Apollo Parkways is an elementary school in middle to lower-middle class socioeconomic suburb in Melbourne, Victoria Australia. The...

Topics: Community, Change, Schools, Middle School Education