Learning math problem-solving in online courses
Glenn Smith, David Ferguson, Edwin Tjoe, Stony Brook University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
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 through problems on the chalk-board. However the dynamism, feedback and sequence of working problems is largely lost in most asynchronous Web-based documents. How can online instructors model the problem-solving process for students in their online classes? This study conducted a series of telephone and email interviews with instructors of web-based distance college-level mathematics courses. Instructors agreed on the value of students learning problem-solving and that such learning was more difficult in asynchronous e-learning. However suggested solutions for teaching problem-solving online were extremely varied.
Smith, G., Ferguson, D. & Tjoe, E. (2004). Learning math problem-solving in online courses. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1480-1482). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Glenn Smith, Stony Brook University, United States
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 1506–1511
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