ALM Conference, Melbourne 2005

Blended online learning in Blended online learning in mathematics: a comparative studymathematics: a comparative study

Syed JavedVictoria University of Technology

Blended Online LearningBlended Online Learning

"Both teachers and students preferred a ‘blended learning’ approach, one which captures the best features of flexibility and integrates these with the social interactions of the classroom.”

Brennan, R. (2002), One size doesn’t fit all: Pedagogy in the online environment, NCVER, Adelaide.

“A blended approach of on- and offline learning and assessment is reported to work best in most situations. The need to integrate the learning and assessment is also considered critical."

Patricia Hyde, Robin Booth and Penny Wilson(2002). The development of quality online assessment in VET, NCVER, Adelaide.

Context of StudyContext of Study

Many students experience difficulties in dealing with mathematical content in mainstream TAFE courses

Teaching of mathematics in mainstream TAFE courses is fragmented

Learning of mathematics in mainstream TAFE is industry focused

Limited time is available for developing understanding and skills practice

Our ApproachOur Approach

Create flexible learning opportunities for students

Support face to face learning with online content

Develop easily accessible online resources for students

Provide more opportunities for student-student and student-teacher interaction in both online and face to face learning

Aggregate rather than recreate

The ModuleThe Module

Face to Face 30 hour module 15 X 2 hour classes Held in a computer lab

class Six Learning outcomes Teacher led maths

sessions Ongoing assessment

Online Module homepage on

WebCT All handouts and

assessment sheets available online

Online tasks and assessment for selected Learning outcomes

Online Resources Email and Discussion

Learning OutcomesLearning Outcomes

Perform basic algebraic equations Use of calculator or computer to perform

common commercial percentage calculations Perform simple and compound interest

calculations Perform basic depreciation calculations Apply the principles of linear equations to

break even analysis Prepare appropriate graphs from data and

interpret them

Research QuestionsResearch Questions

How does the use of online facilitated mathematics instruction affect students’ attitude towards mathematics?

Does the use of online resources in teaching enhance students’ mathematics achievement?

How do students access and use online environments for their learning needs?

What factors influence students’ participation in online environments for learning?

MethodMethod

Two classes served as control (19 students) and experiment (24 students) groups

Comparison of pre/ post treatment attitude and achievement scores using

Aiken Dreger Mathematics Attitude Scale Course Assessments and Final Test

Analysis of qualitative data derived from: Personal reflection in developing and teaching online and

intervention and revision of classroom practice Interviews with students WebCT admin and user data Student journal entries

The module homepage on WebCTThe module homepage on WebCT

WebCT Cont...WebCT Cont...

WebCT Cont...WebCT Cont...

An online taskAn online task

Task 1: Rule of 70 ===============

In financial circles there is a popular method of working out how long will it take your money to double at a given interest rate. It is known as the 'Rule of 70'. Find out more about this rule of 70 from your course resource page via the link 'Interest Problems Q and A' under the Percentage section.

Problem: Work out how long will it take to double $5000 at the interest rate of 7% p.a.

Task 1: Rule of 70 ===============

In financial circles there is a popular method of working out how long will it take your money to double at a given interest rate. It is known as the 'Rule of 70'. Find out more about this rule of 70 from your course resource page via the link 'Interest Problems Q and A' under the Percentage section.

Problem: Work out how long will it take to double $5000 at the interest rate of 7% p.a.

ResultsResults

• Attitude towards Mathematics

• Achievement Scores

• Access and use of online environment

• Factors affecting learning with online environment

Attitude towards MathsAttitude towards MathsPre-post test comparisonPre-post test comparison

No difference between two groups at the start of the module. Experiment group’s attitude towards mathematics improved more

than the control group and that this difference was statistically significant.

Note: attitude test scores range between –20 and +20

Experiment Control

M SD M SD

Pre test -0.44 13.74 7.11 10.88

Post test 6.78 11.11 11.89 7.36

t(9)=2.317, p<.05 t(9)=1.875, p>.05

Achievement Achievement Pre-post test comparisonPre-post test comparison

Results show that the experimental and control group achievement scores did not differ significantly at the start of the module.

A paired sample t test shows that students’ achievement scores in mathematics improved significantly for both experiment and control groups

Pre Treatment Post Treatment

M SD M SD

Control 27.14 20.18 69.14 20.04

Experiment 33.13 16.24 60.63 22.96

t(13)=0.636, p>.05 t(13)=0.760, p>.05

AchievementAchievement Comparison on Pass RateComparison on Pass Rate

Weekly tests Pass Rate Comparison

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Test 1 - algebra Test 2 -Percentages

Test 3 - Interest Test 4 -Depreciation

Test 5 - Breakeven

Test 6 -Graphing

Final Test

control

experiment

AchievementAchievementComparison withComparison with WebCT accessWebCT access

WebCT access vs achievement scores

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attendance vs webct use

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Attendance Pattern- Experiment vs Control

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w eek 1 w eek 2 w eek 3 w eek 4 w eek 5 w eek 6 w eek 7 w eek 8 w eek 10 w eek 11 w eek 12 w eek 13

experimental

control

Summary of FindingsSummary of Findings Change in students’ attitude towards mathematics

appears to be more positive with online facilitated instruction.

Students’ achievement scores do not vary significantly between blended online and traditional classes[In practice online tasks enabled more authentic learning but final test comprised only paper based problems]

Blended learning provides flexible and better access to course resources[In practice students attending regular classes made more use of online resources than students who missed classes]

Interactive skills practice and auto correction exercises allowed students to practice particular skills at their own pace- and they were well accepted[In practice course content moved too fast for many students, leaving no time for practice]

Online communication and logs of topical maths discussions provided a wealth of authentic shared knowledge[In practice learning and information overload on students did not leave much room for exploration of knowledge.]

Blended online learning encouraged peer-to- peer interaction and cohesion within the class

Technology demanded more planning and monitoring.[Many online tasks were developed ‘on the run’ and students’ expectation of response increased with the use of email and WebCT]

Do you thing computers and internet makes learning Do you thing computers and internet makes learning easier for this course?easier for this course?

“It’s handy(online) because realistically you get so much work and so many assignments that to get another piece of paper that we’ve got to take home and do in our books is a little bit lethargic and boring. But…jump on the net for few minutes, read through a couple of questions, utilise the resource page and stuff, it’s a good change. And it’s quite simple too to follow through...I think later rather than earlier I have understood how much it is able to help.”

[Male, mature age, attendance 100%, webct access 98, final test 95%]

“But too much on the internet, as in particular websites for particular subjects, like the whole assignment is from the internet so you sit there all day, all night just trying to research. You don’t learn much you just sit there and read and you just can’t…”

“ (I like) the resource page...Sort of like activities you can do, algebraic activities. I liked that one...The planning and all solutions too, you can get.”

[Female 19, Attendance 58%, WebCT access count 91, Final Test 70%]

“Just sources for maths, the internet…you can’t always use the internet for maths because you need a person up there explaining on the board, putting in the quotations and everything, it’s better. The internet hasn’t just got much things, it’s just got information that’s it, you need some examples, you need a person. ...I’ve been longer, I’ve been using the computer, internet for longer but I’ve been using chat. I do a lot of infoteching around, it’s easier for us.”

[Female, 20, Attendance 75%, WebCT access count 57, Final Test 17%]

How effective do you think you have been in your How effective do you think you have been in your facilitated online teachingfacilitated online teaching??

“Maybe I’m being a bit too hard on myself but some units I haven’t been as effective. It has certainly made a little bit of a difference for students that weren’t prepared to do the work, once they got a little bit engaged they were willing to try…in order to make it more effective in the future I think that we have to prepare the students for this type of learning before engaging in it and perhaps in our assessment we should do more, there should be some more online tasks and giving them the option of assessment that use online tasks.”

[Teacher]

Further contactFurther contact

syed.javed@vu.edu.au

Slides and full paper from:

http://www.staff.vu.edu.au/syed