Student Preferences, Satisfaction, and Perceived Learning in an Online Mathematics Class

Abstract

This study analyzes student preference, satisfaction and perceived learning in an online college mathematics course for business majors. Using a combination of active and passive learning objects, the online course was developed to investigate the instructional strategies students use the most, prefer and believe impact their learning. Students answered weekly surveys about the course. They were asked to report their usage of the learning objects and to reflect on their interactions with the material and with each other. They were also asked to assess the impact that various learning objects had on their learning and on their satisfaction with the course and with the material. Of the learning objects investigated, homework emerged as the factor students preferred and used the most, and that they felt had the greatest impact on their learning. Participation in online discussions did not surface as a favored or significant factor in the students ’ learning. This work is aimed at informing best practices for increasing student engagement, and thus learning, in online mathematics and other similar courses.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 49 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.