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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorHeyde, Benjamin Maxen
dc.date.accessioned2013-10-21T20:20:54Z
dc.date.available2013-10-21T20:20:54Z
dc.date.issued2013en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2790en
dc.description.abstractIn 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshMathematics Study and teaching.en
dc.subject.lcshInternet in education.en
dc.subject.lcshEducation, Higher.en
dc.titleOnline assignments and mathematics learningen
dc.typeProfessional Paperen
dc.rights.holderCopyright Benjamin Max Heyde 2013en
thesis.catalog.ckey2194122en
thesis.degree.committeemembersMembers, Graduate Committee: Peggy Taylor (chairperson); Walter Woolbaugh; Laura Cooper.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage52en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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