Using Traditional LMS for Mathematics Instruction - Lessons Learned from Instructor-made Videos

Izolda Fotiyeva, Ebony Terrell Shockley

2015

Abstract

The authors discuss the outcomes of a traditional and online mathematics course in the Mid-Atlantic United States. In the undergraduate Algebra course being investigated, the researchers used a matched pair design to determine whether technology infusion had positive effects on successful acquisition of mathematics skills. They also researched whether there was a pass/fail rate difference between the technology-enhanced class and the face-to-face class. The results indicated that there appeared to be a relationship between the instructional method and the pass/fail rate when comparing the traditional class and the technologyenhanced class.

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Paper Citation


in Harvard Style

Fotiyeva I. and Terrell Shockley E. (2015). Using Traditional LMS for Mathematics Instruction - Lessons Learned from Instructor-made Videos . In Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-108-3, pages 338-342. DOI: 10.5220/0005495603380342


in Bibtex Style

@conference{csedu15,
author={Izolda Fotiyeva and Ebony Terrell Shockley},
title={Using Traditional LMS for Mathematics Instruction - Lessons Learned from Instructor-made Videos},
booktitle={Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2015},
pages={338-342},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005495603380342},
isbn={978-989-758-108-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 7th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Using Traditional LMS for Mathematics Instruction - Lessons Learned from Instructor-made Videos
SN - 978-989-758-108-3
AU - Fotiyeva I.
AU - Terrell Shockley E.
PY - 2015
SP - 338
EP - 342
DO - 10.5220/0005495603380342