Abstract

As a remedy to the lack of student success in developmental mathematics courses, many institutions have been moving toward computer-based instruction as a means of replacing current lecture offerings. An increasing number of institutions have reported using technology as the primary instructional tool for mathematics courses, with digitized delivery systems gaining headway in many institutions. Indeed, a move away from traditional lecture-based instructional methods offers an array of pedagogical possibilities; however, the decision to redesign course offerings to include a strong technological component can be complicated. This article presents a balanced literature-based and practitioner-confirmed assessment to help developmental educators make informed decisions regarding the concept of computer-based instructional redesign.

Citation

Kohler, E.M. (2012). Considering a Technological Redesign of Developmental Mathematics? It's Sixes. NADE Digest, 6(1), 25-37. Retrieved August 8, 2024 from https://www.learntechlib.org/p/192514/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Anxiety
• barriers
• Cognitive Style
• Computer Uses in Education
• Developmental Studies Programs
• Educational Finance
• educational technology
• Feedback (Response)
• Mastery Learning
• Mathematics Anxiety
• Remedial Mathematics
• Self Control
• Self Efficacy
• student attitudes
• Teacher Role
• Teacher Student Relationship
• Tests