Minichiello, A., & Marquit, J., & Dorward, J., & Hailey, C. E. (2014, June), Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20367

\bibitem{asee_peer_20367}
  Minichiello, A., \& Marquit, J., \& Dorward, J., \& Hailey, C. E. (2014, June), \emph{Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20367

Angela Minichiello, Joshua Marquit, Jim Dorward, and Christine E. Hailey.  "Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20367 Internet.  10 May, 2024

\bibitem{asee_peer_20367}
  Angela Minichiello, Joshua Marquit, Jim Dorward, and Christine E. Hailey.
  "Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20367 Internet.  10 May, 2024

@INPROCEEDINGS{asee_peer_20367
author = "Angela Minichiello, Joshua Marquit, Jim Dorward, and Christine E. Hailey"
title = "Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20367}
number = {10.18260/1-2--20367}
}

TY  - CPAPER
AB  -            Emerging Themes in a Distance Delivered Calculus I Course:           Student Perceptions of Community, Engagement and Support  Abstract       Our national interest in educating greater numbers of engineers puts emphasis on creatingundergraduate engineering degree opportunities accessible by traditionally underrepresentedstudent groups, including geographically dispersed and rural residents, working professionals,and women. Currently, new offerings able to accommodate non-traditional student groups areevolving via distance education and online learning. As more engineering programs adoptdistance education as a means to engage a larger, more diverse student pool, significant needs forpedagogy capable of supporting these contemporary learning environments arise. For distanceengineering students, educational intervention within the required calculus sequence may bemost critical: Local data indicates that student success rates in distance delivered calculus can beas low as 48%.        This paper describes data gathered during the first year of an NSF sponsored TUES TypeI project entitled “Online Learning Forums for Improved Engineering Student Outcomes inCalculus.” In this three-year quasi-experimental study, we are evaluating the potential of web-based learning communities, as implemented through a freely available, wiki-based onlineplatform, to improve student outcomes in distance delivered calculus. Using quantitative andqualitative data, we will assess similarities and differences in the academic achievement, interestand attitudes toward learning between control and treatment sections of Calculus I and II,delivered using synchronous video broadcast to students located at several regional sitesthroughout the state. A major outcome of this project will be the development and disseminationof a student usage model aimed at facilitating a broader use of online learning forums throughoutScience, Technology, Engineering and Mathematics (STEM) education.        Initial data gathered during the control section of Calculus I includes exam scores,student participant observation, instructor reflection, an end of course student survey, and semi-structured one-on-one interviews conducted with students withdrawing from or failing the course.Analysis includes open coding of interview data and factor analysis of survey data to describeemergent themes in the data. Participant observation and instructor reflection data are used totriangulate the analysis. Preliminary findings will be used to inform the implementation of theonline forum in the Calculus I and II treatment sections during the next phase of the project.  
AU  - Angela Minichiello
AU  - Joshua Marquit
AU  - Jim Dorward
AU  - Christine E. Hailey
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Emerging Themes in a Distance-Delivered Calculus I Course: Perceptions of Collaboration, Community, and Support
UR  - https://peer.asee.org/20367
DO  - 10.18260/1-2--20367
ER  -