Online Resources for PreService Teachers
Laura J. Pyzdrowski
West Virginia University
Anthony S. Pyzdrowski
California University Of Pennsylvania
www.pyzdrowski.ws
In May 2009, The U.S. Department of
Education published an Evaluation of
Evidence-Based Practices in Online
Learning. It was found that on average,
students in blended, online learning
environments performed better than those
receiving only face-to-face or online
instruction
Evaluation of Evidence-Based
Practices in Online Learning
Although the blended conditions included
additional learning time, it was reported
that there were often instructional
elements included in blended
environments not received by students in
the control, face-to-face condition.
Mathematics Based Learning
Object
One element used as an online
instructional resource is an applet or
mathematics based learning object.
Kay and Knaack (2008)
- define learning objects as interactive
web-based tools that support the learning
of specific concepts by enhancing,
amplifying, and/or guiding the cognitive
processes of learners.
They have found learning objects to be
viable teaching tools when used with
appropriate goals and strategies.
Web-based tools
• Research suggests a relationship among
tool use, cognitive development, and
social practice. In particular it has been
found that applets can offer interesting
activities that foster conceptual
development (Drijvers, Doorman, Boon,
Gisbergen & Gravemeiger, 2007).
Evaluation of Evidence-Based
Practices in Online Learning
In guiding the use of online technologies
by teachers, the United States Department
of Education espouses that teachers are
far more important to students than the
technology, but that technology facilitates
the communication between teachers and
students.
Kay and Knaack (2008)
• studied 298 secondary students
– Student performance increased significantly after the use of
learning objects.
– Study was performed across 20 different classrooms.
– Gains were variable across classrooms.
– The11 teachers involved had positive attitudes with respect to
quality, engagement and learning value of the objects.
– Student attitudes varied.
– Student performance was significantly related to the purpose of
the lesson and the teaching strategy selected.
– Teacher planning time, using the object for review or the
introduction of concepts, in addition to the using of guided
handouts was linked to improved student performance.
Forster (2006)
• identified attributes of applets that support
mathematics learning of least squares
regression in a secondary school setting
– It was found that applets which allow
students to control the manipulation of
graphs, have the ability for students to view
multiple representations simultaneously, and
have imbedded visual clues were helpful in
student learning.
Pyzdrowski and Pyzdrowski
(2009)
• used applets and accompanying
curriculum materials in a web-enhanced
college algebra course.
• Primary Course Components
– CD lectures
– homework from the book
– online quizzes
– reading assignments
– computer laboratories
Computer Laboratories
• group assignments using applets and
laboratory sheets to answer procedural,
conceptual and problem solving questions
• focused primarily toward enhancing
conceptual understanding
• required to write about mathematics after
communicating in a group
• A group grade was assigned.
Pyzdrowski and Pyzdrowski
(2009)
• Of the 45 students who completed the
evaluation in Spring 2008
– 33 chose the laboratories as being helpful
– 5 chose it as the most helpful component
– Students reported liking the step-by-step
guidance. They felt the laboratories provided
the best examples for understanding and that
they provided a challenge.
Updated Analysis
Table I shows results from the end of
course survey given to students as a part
of the course evaluation from Fall 2004
through Spring 2009. Of the 1,738
students asked to respond, 1,014
submitted forms. This yields an
approximate 58.34 % return rate.
Results from Students Fall 2004 Spring 2009 Web Enhanced College
Algebra
All that helped
Helped the most
Component
Total Percent
Total Percent
CD Lectures
Book homework
Laboratories
Online quizzes
Reading
108
719
645
835
71
38
315
181
464
16
4.5
30.2
27.1
35.1
3.0
3.7
31.1
17.9
45.8
1.6
Updated Analysis
Table 2 shows results from the end of
course survey given to teachers as a part
of the course evaluation from Fall 2004
through Spring 2009. Of the total of 81
opportunities for all teachers to submit
over time, 49 responses were collected.
This yields an approximate 60.5% return
rate.
Updated Analysis
It should be noted that the Algebra course
is offered once per year at most schools in
either the fall or spring semester. These
data reflect the responses from the same
teachers over time with some teachers
joining the project later than others.
Results from high school teachers Fall
2004 - Spring 2009 Web Enhanced
College Algebra
All that helped
Helped the most
Component
Total Percent
Total Percent
CD Lectures
Book homework
Laboratories
Online quizzes
Reading
8
42
39
39
7
1
22
17
8
1
5.9
31.1
28.9
28.9
5.2
2.0
44.9
34.7
16.3
2.0
New Work for a New Audience
Newly developed materials for use on the West
Virginia Department of Education’s Teach 21
Site are presented. These materials are used in
pre-service mathematics course.
Newly developed materials for use in a new Math
with Robots Project are presented. The intent is
to implement a study to determine if the use of
these materials in an Algebra Support
Classroom impacts student learning of and their
attitude toward mathematics.