Abstract
This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.
Highlights
Technologies and pedagogies used in online mathematics education have been evaluated widely for their benefits and challenges from early childhood [1], [2] to higher education [3]–[5]
The classes were composed of four main components; face-to-face meetings, practice on online HW platforms, pre-recorded video lessons and discussion board review assignments
Questions from Category H were included in each semester for each course component that was used during that semester
Summary
Technologies and pedagogies used in online mathematics education have been evaluated widely for their benefits and challenges from early childhood [1], [2] to higher education [3]–[5]. In a study of developmental algebra courses at a community college, grades and completion rates were lower for students in online or blended courses compared to students in face-to-face classes [9]. This reminds us that successful delivery of an online/blended math class depends on choosing the appropriate tools that would fit the student body and the course level that is being taught. This motivated us to survey students in partially online College Algebra classes in
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