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Using Live Online Communication to Overcome Barriers to Learning Marco Pollanen Department of Mathematics Trent University August 10, 2006 Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning

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Using Live Online Communication to Overcome Barriers to Learning PDF

119 Pages·2006·1.21 MB·English
by  Marco Pollanen
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Using Live Online Communication to Overcome Barriers to Learning Marco Pollanen Department of Mathematics Trent University August 10, 2006 Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Online Office Hours Learning Outcomes Future Work and Conclusions Outline 1 Online Office Hours Motivation Mathematics Communication enVision Software 2 Learning Outcomes Instructor Observations Quantitative Results Qualitative Results 3 Future Work and Conclusions Open Questions enVision 2.0 Conclusion References Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning Outline Motivation Online Office Hours Mathematics Communication Learning Outcomes enVision Software Future Work and Conclusions Motivation: Mathematics Math Anxiety Most introductory courses are taught to non-math majors Wide range in abilities and motivations of students Many of these students fear mathematics Surveys suggest 85% of students suffer from some form of math anxiety Few students participate in class or attend office hours Office Hours Increased contact outside the classroom correlates positively with student retention, academic performance, satisfaction (Nadler & Nadler 2000) However, office hour attendance is very infrequent and superficial with the majority of visits at less than 10 minutes Anecdotal evidence suggests that in mathematics, the use of office hours is no better Marco Pollanen Using Live Online Communication to Overcome Barriers to Learning

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