The research of Wadsworth, Husman, Duggan, and Pennington (2007)
suggest that self-efficacy is a key factor for the success of students enrolled
in developmental education courses.
While all students need feedback from instructors, developmental students
may face “challenges in interpreting and/or using the feedback given” in the
online environment (Wadsworth, Husman, Duggan, and Pennington, 2007, p. 8) The study of 89 students enrolled in developmental classes looked at the relationship between grade earned and motivational and learning strategies used by the students.
Self-efficacy was tested by asking students to rate “on a scale from
1-10”, how comfortable they were about their ability to complete different types
of mathematical problems (Wadsworth, Husman, Duggan, and Pennington, 2007, p.
10). When final grades were compared with student learning and motivational strategies, self-efficacy was a factor. The recommendations of this study suggest instructors need to compare student success rates in developmental courses delivered by the traditional f2f mode versus the online setting. If the same course material is presented in each class, this comparison would provide valuable data for instructors and/or administrators to consider
regarding the influence of the classroom environment for developmental students
(Wadsworth, Husman, Duggan, and Pennington, 2007, p. 13).
If the success rate is shown to vary greatly between the two learning
environments, instructors may need to schedule face-to-face conferences, use
video conferencing, phone conversations, or a hybrid delivery platform to create
the instructor-student interaction to assist learners in interpreting
feedback.
JLK
Reference
Wadsworth, L.M., J. Husman, M.A. Duggan, and M.N. Pennington.
(2007). Online mathematics achievement: Effects of learning strategies and self-efficacy.
Journal of Developmental ducation, 30.3, 6-8, 10, 12-14.
Retrieved June 28, 2011 from
http://www.fi.uu.nl/publicaties/literatuur/2007_wadsworth_self_efficacy_elwieralert.pdf
suggest that self-efficacy is a key factor for the success of students enrolled
in developmental education courses.
While all students need feedback from instructors, developmental students
may face “challenges in interpreting and/or using the feedback given” in the
online environment (Wadsworth, Husman, Duggan, and Pennington, 2007, p. 8) The study of 89 students enrolled in developmental classes looked at the relationship between grade earned and motivational and learning strategies used by the students.
Self-efficacy was tested by asking students to rate “on a scale from
1-10”, how comfortable they were about their ability to complete different types
of mathematical problems (Wadsworth, Husman, Duggan, and Pennington, 2007, p.
10). When final grades were compared with student learning and motivational strategies, self-efficacy was a factor. The recommendations of this study suggest instructors need to compare student success rates in developmental courses delivered by the traditional f2f mode versus the online setting. If the same course material is presented in each class, this comparison would provide valuable data for instructors and/or administrators to consider
regarding the influence of the classroom environment for developmental students
(Wadsworth, Husman, Duggan, and Pennington, 2007, p. 13).
If the success rate is shown to vary greatly between the two learning
environments, instructors may need to schedule face-to-face conferences, use
video conferencing, phone conversations, or a hybrid delivery platform to create
the instructor-student interaction to assist learners in interpreting
feedback.
JLK
Reference
Wadsworth, L.M., J. Husman, M.A. Duggan, and M.N. Pennington.
(2007). Online mathematics achievement: Effects of learning strategies and self-efficacy.
Journal of Developmental ducation, 30.3, 6-8, 10, 12-14.
Retrieved June 28, 2011 from
http://www.fi.uu.nl/publicaties/literatuur/2007_wadsworth_self_efficacy_elwieralert.pdf