e-Learning Algebra and the Impact on the Calculus Series: A Longitudinal Case Study
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AbstractThe use of web based software for learning opportunities abound, but what impact do they have on students’ mathematics learning beyond the initial experience? This 2-phase, 17-month case study of 50 freshmen investigates the use of web-based learning and face-to-face lecture on students’ future academic achievement in mathematics. First, the study utilizes a pre-test / post-test methodology to measure the immediate effects of e-learning in College Algebra. Second, an observational study tracks the students’ progress from Calculus 1 placement through Calculus 3 via existing measures. Results indicate that e-learning did not impede earned placement into Calculus 1, nor did it hinder academic achievement in the calculus series.