Abstract
This study is based on a voluntary survey of all listed Fall 2006 State University of New York (SUNY) Learning Network (SLN) mathematics faculty. The survey focuses on assessment in SLN math e-learning. Based on survey data, the study attempts to answer the following questions: What percentage of math e-learning courses overall, by course category and by institution (two year or four year) are proctored? In proctored and unproctored math e-learning courses, which assessment instruments are utilised and how? Comparing the two approaches, how does the practice of assessment in proctored math e-learning courses compare to the practice of assessment in unproctored math e-learning courses? Finally, what are the ten most popular strategies for assessing math e-learning courses? The paper concludes with questions, suggestions for further research and implications regarding the academic integrity of math e-learning courses.
Highlights
The State University of New York (SUNY) Learning Network, recently recognised by the US Distance Learning Association (USDLA) for best practices in distance learning, is one of the nation’s and world’s leading online learning networks with more than 100,000 enrolments annually (SLN 2006)
Of all unproctored courses using projects, the data indicates that homework is used and weighted more and, while tests and final exams are weighted almost the same as proctored courses, they are used significantly less
Comparing unproctored with proctored sections, there is a clear trend indicating that offering math e-learning courses in a ‘100% online’ format leads to a heavier reliance on formative assessment instruments and a decreased reliance on summative assessment instrument
Summary
The SUNY Learning Network (or SLN), recently recognised by the US Distance Learning Association (USDLA) for best practices in distance learning, is one of the nation’s and world’s leading online learning networks with more than 100,000 enrolments annually (SLN 2006). For this reason, SLN provides an ideal field for the study of Internet-based education or e-learning. Engelbrecht and Harding, writing in their two-part article, Teaching undergraduate mathematics on the Internet (2004), state “research on this mode of teaching is sparse and open research questions are plentiful...little has been done in developing a pedagogy for online mathematics courses...” It is clear from these categories that formative and summative assessments typically form the overwhelming bulk of a math student’s semester grade
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