MATH: EAGER: Online Collaborative Problem Solving in Remedial College Mathematics

数学：EAGER：补习大学数学中的在线协作问题解决

• 批准号: 1543986
• 负责人: Mark Warschauer
• 金额: $ 30万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1543986&HistoricalAwards=false
• 关键词: MATH; EAGER; Online; Collaborative; Problem

This is a study of the impact of the learning environment on undergraduate students learning problem-solving in remedial pre-calculus mathematics. The study will examine the comparative effectiveness of face-to-face discussion groups and 2 different types of online designs, compared to individual practice. Students will be randomly assigned to one of four groups: three treatment groups that carry out collaborative problem solving using (1) face-to-face discussion, (2) an audio capability with a whiteboard online tool, or (3) an online virtual environment combining audio plus whiteboard plus avatar-based interaction; or a control group of individual problem solving. Currently, pre-calculus instruction is been carried out online in this university using the web-based ALEKS tutorial software, an online interactive learning system that uses an artificial intelligence algorithm to assess and report student mastery of content material. In search of improved student performance, this project is conducting an early in-depth study of the effectiveness of a richer online design for learning problem solving that was recently constructed for management courses, called VirBELA (Virtual Business Education Leadership Assessment). It is a learning platform that offers students the opportunity to work in teams. In mathematics, VirBELA has good potential for facilitating group problem-solving. It provides a whiteboard that allows students to draw diagrams and functions as needed and also provides an audio capability for discussion. It has the added feature of giving students a virtual online embodiment by creating an avatar for each student. There is evidence from other sources that avatars create a richer, more interactive and engaging online collaborative environment that more closely replicates the advantages of in-person communication. A wide range of data will be collected and assessed, including usage logs of the tutorial learning software, common final exam scores in both pre-calculus and calculus, and individual institutional data. Other outcome variables will include how students perform on the problem solving, how they use the tutorial-based mathematics software before and after problem solving sessions, and whether they persist to the next calculus course, what grades they earn in the following calculus course, and how their attitudes toward STEM study change based on pre- and post-surveys. The study will be repeated in three different quarters.

这是一项关于学习环境对本科生在补救性微积分预科数学中学习解决问题的影响的研究。该研究将研究面对面的讨论小组和2种不同类型的在线设计的比较有效性，与个人实践相比。学生将被随机分配到四个组中的一个：三个治疗组，使用（1）面对面讨论，（2）白板在线工具的音频功能，或（3）结合音频+白板+基于化身的交互的在线虚拟环境进行协作解决问题;或个人解决问题的控制组。目前，微积分前的教学是在这所大学使用基于网络的ALEKS教程软件，在线互动学习系统，使用人工智能算法来评估和报告学生掌握的内容材料进行在线。为了提高学生的表现，该项目正在进行一项早期的深入研究，研究最近为管理课程构建的更丰富的在线学习问题解决设计的有效性，称为VirBELA（虚拟商业教育领导力评估）。这是一个学习平台，为学生提供团队合作的机会。在数学方面，VirBELA具有促进群体解决问题的良好潜力。它提供了一个白板，允许学生根据需要绘制图表和函数，还提供了讨论的音频功能。它还增加了一个功能，通过为每个学生创建一个化身，为学生提供一个虚拟的在线化身。来自其他来源的证据表明，化身创造了一个更丰富，更具互动性和吸引力的在线协作环境，更紧密地复制了面对面交流的优势。广泛的数据将被收集和评估，包括教程学习软件的使用日志，共同的期末考试成绩在两个微积分前和微积分，以及个人机构的数据。其他结果变量将包括学生如何解决问题，他们如何在解决问题之前和之后使用基于辅导的数学软件，以及他们是否坚持到下一个微积分课程，他们在下一个微积分课程中获得的成绩，以及他们对STEM学习的态度如何根据前后调查变化。该研究将在三个不同的季度重复进行。