Charlotte, North Carolina
June 20, 1999
June 20, 1999
June 23, 1999
4.254.1 - 4.254.6
Experiences with Video Enhanced Collaborative Learning
Carole Goodson, Susan Miertschin, Sue Schroeder, and Patrick Daniel University of Houston
Abstract An ever-present problem with freshman-level courses is the diversity of student backgrounds. During the Spring 1998, a project was funded by the University to develop a different instructional approach which was later piloted in the first required Technical Mathematics course. The intent of the project was to address a wide diversity of student backgrounds and problems associated with commuting students. The proposed approach involved alternative use of homework and classroom time; i.e., lectures were taped for home viewing while the classroom time involved group processes, tutoring, attention to individual difficulties, cooperative learning experiences, and attention to problems associated with math anxiety. The course was also tied to a Web site, and tapes utilized Power Point and MathCad. In developing an alternative format for instruction, we addressed some of the weaknesses associated with the traditional lecture approach and also preserved some of the strengths of this approach. This paper summarizes the development and initial implementation of this program.
Introduction An ever-present problem with freshman-level courses is the diversity of student backgrounds. This problem is particularly acute in the applied college algebra course taught for technology students at the University of Houston. This course must meet the needs of commuting students, traditional freshmen, and working adults, and although it has a prerequisite of intermediate algebra, the students have very diverse backgrounds. In order to address the problems created by diversity, a pilot program partially funded by an internal University of Houston (UH) grant, was developed in the Spring of 1998 and implemented during the following summer. The pilot instructional approach involved alternative use of homework and classroom time. Lectures were taped for home viewing, while classroom time was devoted to cooperative group processes, tutoring, and attention to problems associated with mathematics anxiety. Specifically, this approach was developed for a unit on solutions of systems of linear equations.
Schroeder, S., & Daniel, P., & Goodson, C. E., & Miertschin, S. (1999, June), Experiences With Video Enhanced Collaborative Learning Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7660
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