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Teacher perceptions of interactions ...

Sattler, Nancy J.

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Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges./
Author:	Sattler, Nancy J.
Description:	207 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2534.
Contained By:	Dissertation Abstracts International65-07A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3141047
ISBN:	0496881833

Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges.
Sattler, Nancy J.

Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges. - 207 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2534.

Thesis (Ph.D.)--The University of Toledo, 2004.

This study investigated teacher perception of interactions used in on-line developmental mathematics courses at two-year colleges. A total of 98 American Mathematical Association of Two-Year Colleges (AMATYC) teachers were surveyed. An on-line survey was developed using e-Listen software. The Web-based questionnaire was available on-line through the University of Toledo server.

ISBN: 0496881833Subjects--Topical Terms:

1017588
Education, Mathematics.

Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges.
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100 1 $a Sattler, Nancy J. $3 1934165
245 1 0 $a Teacher perceptions of interactions used in on-line developmental mathematics courses at two-year colleges.
300 $a 207 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-07, Section: A, page: 2534.
500 $a Adviser: Penny Poplin Gosetti.
502 $a Thesis (Ph.D.)--The University of Toledo, 2004.
520 $a This study investigated teacher perception of interactions used in on-line developmental mathematics courses at two-year colleges. A total of 98 American Mathematical Association of Two-Year Colleges (AMATYC) teachers were surveyed. An on-line survey was developed using e-Listen software. The Web-based questionnaire was available on-line through the University of Toledo server.
520 $a The following conclusions were inferred from the study's findings of on-line: (a) The teacher responding to the survey was apt to be a female between the ages of 50 and 59, had taught an average of 14 years, and had an average class size of 24 students; (b) The course taught was more likely to be a beginning or intermediate algebra class and was offered asynchronously; (c) The course management system used most often was more likely to be Blackboard, followed by textbook publishers systems, and WebCT; (d) The textbook company used was more likely to be either Prentice Hall, Addison Wesley, or Academic Systems; (e) The mean perception of Student-to-Teacher interactions varied depending on the type of interaction. There was no difference in the mean perception between the different course management systems Blackboard, WebCT, and textbook publishers. However, there was a significant difference in the mean perception between different (1) in-person meetings; teachers had the greatest success with tests, final exams, and orientation. (2) on-line meetings; teachers had the greatest success with tests, final exams, and quizzes. (3) tools used; teachers had the greatest success with electronic mail, audioconferencing, and interactive video; (f) There was no significant difference in the mean perception of the different student-to-student interactions however emails were used the most frequently according to the online developmental mathematics teacher, and (g) There was a significant difference in the mean perception of the student-to-content interactions with textbooks being used the most often but instructor made video and course packet/handouts having the higher mean perceptions.
520 $a General conclusions informing the field of study include: (a) on-line teachers continue to use traditional methods of assessment; (b) teachers desire some type of interaction with their students; and (c) distance classes are a blending of the old with the new.
590 $a School code: 0232.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Community College. $3 1018008
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690 $a 0710
690 $a 0275
710 2 0 $a The University of Toledo. $3 1023352
773 0 $t Dissertation Abstracts International $g 65-07A.
790 1 0 $a Gosetti, Penny Poplin, $e advisor
790 $a 0232
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3141047