Gestión de recursos humanos

Many researchers and course designers have suggested various strategies, techniques and approaches to facilitate learning in an e-learning environment. These suggestions for adapting pedagogy to an e-learning environment have grown out of the call to develop curriculum that is founded on solid research and theory. Table 3.1 outlines some of the studies that provide specific pedagogical suggestions designed to increase motivation, reduce transactional distance, improve social presence, and reduce math anxiety in an e-learning environment. Chapter Four discusses pedagogy in depth in terms of these constructs, standards and guidelines specific to the teaching of mathematics, Algebra I content standards, and standards for evaluating best practices in an e-learning environment.

As will be discussed in Chapter Four, it is not enough to repurpose teaching materials from the traditional classroom to the online classroom. It is necessary to account for the radically different delivery methodology of e-learning courses and to ensure that students are receiving the same benefits of reform-based instruction that the traditional students receive at their brick-and-mortar schools. Each of the theoretical constructs presented in this chapter must be given serious consideration when developing a pedagogy for an e-learning course to ensure that instruction provides the most

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Conclusion

Motivation has long been a concern of educators, especially by distance educators (Cornell & Martin, 1997; Keller, 1999b; Lin, 1999). Lack of motivation has been cited as a major cause of failure to succeed by distance education students (Kim, 2004; Moore & Kearsley, 1996). Negative attitudes towards mathematics has long plague many

students, not just distance education students, and has affected their motivation to engage in higher mathematics courses and careers that involve mathematics (Fennema &

Sherman, 1976; Tobias, 1993). It stands to reason that the interaction of a student’s motivation to learn and mathematics attitudes with her perception of transactional distance and social presence may contribute significantly to the success or failure of the student to succeed in an e-learning mathematics course.

Although there is a wealth of research on distance education in higher education institutions, the research at the secondary level is in its infancy. There are several case studies available describing specific virtual high schools, as well as articles reporting the overall trend in the implementation of virtual high schools (Bradley, 2003; Cavanaugh, 2004; Clark, 2001; Kozma et al., 2000; Watson et al., 2004; Zucker & Kozma, 2003). However, unlike higher education research, there are few research studies that address theoretical constructs that underlie virtual high school experience, and students’ perception of these constructs. This study specifically investigates secondary students’ motivation to learn, mathematics

76 Table 3.1: Theoretical Constructs and Suggested Pedagogy

Theoretical

Construct References Pedagogical Components

Motivation to Learn

Badger, 2000; Fullmer-Umari, 2000; Keller & Suzuki, 2004; Priest, 2000; White, 2000

The goal is to increase the motivation of students to learn.

1. Use multiple forms of instructional delivery, such as digital videos (QuickTime, etc.), web casts, podcasting, white boarding, animation, tables, and charts

2. Provide frequent and timely feedback that is constructive and positive 3. Contact students directly when trouble appears with the student’s

progress and provide personal encouragement and help

4. Provide instructional material that is relevant to the students and gains their attention

5. Promote confidence and self-esteem

Mathematics Attitudes

Fennema & Sherman, 1976; Hilton, 1980a

Middleton & Spanias, 1999; Stolpa, 2004; Tobias, 1993; Waxman & Huang, 1996

The goal is to reduce math anxiety and increase confidence and enjoyment of mathematics.

1. Promote different solutions to problems and encourage thinking outside the box and self-realizations

2. Encourage the asking of questions and participating in discussion 3. Promote confidence and self-esteem

4. Provide positive support and reinforcement and refrain from gender and racial bias

5. Provide material that is relevant and interesting, and avoid rote memorization

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Theoretical

Construct References Pedagogical Components

Transactional Distance

Anderson, 2003; Collison, Elbaum, Haavind, & Tinker, 2000; Moore & Kearsley, 1996; Swan, 2003; White, 2000

The goal is to reduce the transactional distance between all participants. 1. Provide information and tools that allow the learner to rapidly become

familiar with the course expectations, such as electronic syllabi, calendars, organizers, and rubrics

2. Design the interface to have a logical navigation sequence

3. Provide activities that encourage students to connect with each other quickly

4. Encourage active participation in discussions and tolerance for divergent opinions

5. Provide various methods for communication among students and between students and the instructor

6. Promote small group interaction and learner self-directed behavior

Social Presence

Collison et al., 2000;

Gunawardena & Zittle, 1997; Richardson & Swan, 2003; Tu, 2000; White, 2000

The goal is to increase the social presence of all participants.

1. Provide activities that encourage students to connect with each other quickly.

2. Provide home page space for students to post autobiographies and pictures

3. Encourage active participation in discussion

4. Provide open-ended questions that will stimulate and encourage multiple perspectives in a safe space

5. Create small group discussions and projects to encourage collaboration

6. Increase teacher presence by:

a. Emailing directly to students with personal welcomes and occasional encouragements

b. Supporting class discussion through personal interaction with the students

c. Providing timely feedback to students

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attitudes, and perceptions of transactional distance and social presence in an Algebra I course taught via an e-learning environment.

Understanding the student attitudes towards these constructs and their perception of what works, pedagogically, in an e-learning environment is required to ensure that appropriate curricular adaptations are in place to provide the best educational experience and highest level of motivation for virtual high school students. Thus, a discussion of mathematics pedagogy and algebra content, and e-learning pedagogy, including current thinking about appropriate models for ensuring quality instruction and the development of a comprehensive evaluation tool for e-learning algebra courses, will follow in Chapter Four.