Online assignments and mathematics learning

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Date

2013

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Montana State University - Bozeman, Graduate School

Abstract

In this investigation, online and written assignments were used to study student learning in an Adult Basic Education mathematics course. Student performance on summative assessments was not significantly affected by the treatments, and a majority of students showed a preference for the written assignments. Students that showed strong familiarity and comfort with online work preferred the online assignments. The Instructor saw great benefits and future avenues for online assignment work.

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