Record Details
Student experiences in redesigned college algebra
ScholarsArchive at Oregon State University
| Field | Value |
|---|---|
| Title | Student experiences in redesigned college algebra |
| Names |
Hocker, Krista Foltz
(creator) Beisiegel, Mary D. (advisor) |
| Date Issued | 2014-08-18 (iso8601) |
| Note | Graduation date: 2015 |
| Abstract | Oregon State University redesigned the college algebra class to make group learning at least 50% of class time. Specifically, in two out of four class hours each week students were organized into small groups where they completed exploratory activities involving new material. Although instructors were present during those group activity days, the focus was on student interactions to promote learning. The purpose of this thesis is to understand what aspects of the redesigned course are useful and challenging to students by conducting five focus group interviews with students over the course of a term. I share my findings from my investigation of the student experiences in the redesigned course: what students want from teaching and learning, and the varied student experiences in the course, particularly in terms of group work. Within these larger themes I explore the tensions that occur between student and instructor expectations from the course and use the lens of boundary crossing to provide possible explanations for unexpected student push-back to this new model. Finally, I offer suggestions for improving the structure of the course based on student feedback. |
| Genre | Thesis/Dissertation |
| Access Condition | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ |
| Topic | Algebra -- Study and teaching (Higher) |
| Identifier | http://hdl.handle.net/1957/51892 |
