Effectiveness of Online Algebra Learning: Implications for Teacher Preparation

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Cavanaugh, C., Gillan, K., Bosnick, J. & Hess, M. (2006). Effectiveness of Online Algebra Learning: Implications for Teacher Preparation. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 284-290). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22048.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Cathy Cavanaugh, University of North Florida, USA; Kathy Gillan, Florida Virtual School, USA; Jan Bosnick, University of North Florida, USA; Melinda Hess, University of South Florida, USA

Abstract

This study of an online algebra course looked at the overall effectiveness of the course and at the development, implementation, and evaluation of interactive tools for graphing linear equations. The first part of the study compared algebra achievement of virtual school students to that of public classroom-based students in the same state. The second part of the study focused on an interactive tool that was evaluated with virtual school algebra students. The performance of these students on the component was compared to the performance of students who did not use the intervention. The achievement of online algebra students was equivalent to that of students in face-to-face algebra courses, as was the performance of students learning in the online course with the interactive tools as compared to students not using the tools. The implications of the unique nature of the online algebra course for teacher preparation are discussed.

Keywords

• Evaluation
• Schools
• Achievement
• Students
• Interaction

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