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Low-structure Versus High-structure Design in An Online Undergraduate Mathematics Course and Its Effect on Perceived Student Course Satisfaction
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, , Texas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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 perceived student satisfaction 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. Results from an overall student course satisfaction survey indicate that there is no significant relationship between overall course satisfaction and course pacing format.

Citation

Ford, S. & Inan, F. (2013). Low-structure Versus High-structure Design in An Online Undergraduate Mathematics Course and Its Effect on Perceived Student Course Satisfaction. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 421-423). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2019 from .

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