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Improving Successful Completion Rates of Online Math Classes

Improving Successful Completion Rates of Online Math Classes. Howard Speier Maria Wise Chandler-Gilbert Community College. Overview. Why Students Enroll Why Students are not Successful Needs and Challenges Orientation Communication Assessment Role of Instructor Discussion. Challenges.

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Improving Successful Completion Rates of Online Math Classes

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  1. Improving Successful Completion Rates of Online Math Classes Howard Speier Maria Wise Chandler-Gilbert Community College

  2. Overview • Why Students Enroll • Why Students are not Successful • Needs and Challenges • Orientation • Communication • Assessment • Role of Instructor • Discussion

  3. Challenges • List the two greatest challenges you face as an instructor of an online mathematics class.

  4. Why students enroll in online classes? • “Attend” class at times convenient to them • Access to instructor via e-communication • Immediate access to guided practice and other instructional tools • Comfortable asking questions in the online environment • Opportunity for peer learning

  5. Why students do not successfully complete college courses? • Inappropriate course placement • Family and work obligations • Inadequate preparation • Lack of discipline and commitment Why students do not successfully complete Online college courses? • Lackonline learning skills • Technology Issues • Procrastination

  6. Understanding the needs and challenges experienced in the online learning environment • Takes more time rather than less time • Responsibility for learning is on the student • Communication • Conceptual learning

  7. Necessity for Orientation • Required • Offered face-to-face and online • Familiarize student with delivery platform • Clarify requirements and expectations of the class • Personal connection with instructor (face-to-face)

  8. Regular and consistent communication • Weekly Announcements • Weekly emails • Discussion forum (required and open) • Cognitive presence • Social presence • Teacher presence

  9. Assessment • Assessment must cover procedural and conceptual learning • Varied levels of feedback • Guided practice • Multiple/single attempts • Online/in-person • Platform/instructor created/delivered/graded

  10. Role of Instructor • Teach, not manage! • Provide opportunities for interaction • Student-course • Student-instructor • Student-student • Provide opportunities for procedural and conceptual learning • Delivery platform • Discussion Forum • Additional Activities

  11. Questions?

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