Abstract
The review of the literature on the role of instructional strategies in online mathematics learning addresses the following major areas and their related subsets: motivation and academic success; online learning and andragogy; and instructional design and learning strategies. It is noted that the hypothesis that motivational strategies promote achievement and success in online mathematics courses is supported by recent investigators who suggested the need to research the effectiveness of incorporating motivational strategies in the implementation of online instructional designs (Bellon & Oates, 2002; Kelsey & D’Souza, 2004; Patall, et al., 2008; Sanacore, 2008; Skinner, 2005). Additionally, the limited role documented on motivation in online mathematics courses by both mathematicians and educators is included. Next, discussions of online learning, andragogy and learning theories, learners’ characteristics and heuristics in interpersonal and cognitive tools are addressed. Lastly, laying the foundation of theory into practice, considerations for instructional designs are included along with suggestions for design and implementation of learning strategies.
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