# EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

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7 A subsequent analysis of the use of the archives was conducted using the number of accesses stored by the server. For the upper division courses, where the total enrollment was 59 enrolled students (out of the 149 invited to participate), this analysis revealed that all (100%) of these upper division students visited their respective course archives at least once during the semester, and they visited the archives on average 15.4 times during the semester. No data was collected on how many video lectures these students downloaded or watched during each visit, but it is plausible that they accessed more than one lecture. Also, no data was collected of the time during the semester the visits occurred, but anecdotal evidence indicated that the archived lectures were more in demand prior to exams or quizzes. This evidence is based, for example, on the number of complaints received right before an exam, complaints generated by instances when the server was slower in serving the lectures, or when certain lectures were posted with some delay. Similar data was collected for one of the lower division courses (Multivariable Calculus), revealing a somewhat different usage pattern. Out of the 35 students who completed the class, only 24 of them (or 68%) utilized the web archive at least once in the semester, with an average visit count of times per student. The figure below illustrates data collected for two representative courses (Multivariable Calculus and Mathematical Modeling courses), which had the highest enrollment in each of the division and which were taught by the same instructor. Individual grades are plotted against the usage during the semester for all students enrolled in both courses. Usage vs Grades Math Modeling Course Linear (Math Modeling Course) Multivariable Calculus Course Linear (Multivariable Calculus Course) Grade (%) Figure 1. Data Representing the Usage (Number of Hits) for Each Student Who Completed at Least 60% of the Work Vs Their Grades (%) in the Course. Two Representative Courses are Illustrated, One Lower Division (Multivariable Calculus, Enrollment = 34) and One Upper Division (Math Modeling, Enrollment = 29). A regression line for each set of data reveals a similar pattern for both courses, with slightly higher usage among students who received a lower score in the course versus students who received a higher score. It is also worth noting the higher overall usage in the upper division class (regression line shifted upward) Journal of Asynchronous Learning Networks, Volume 12: Issue

9 Because of the low cost nature of the video technology involved, other departments may find it perfectly suitable for their regularly offered courses (such as in humanities, science and engineering fields). This in turn will likely create the demand for the infrastructure needed to support individual departments within a larger scale deployment of this technology throughout the university campus. The overwhelmingly positive feedback from students with no differences detected for the demographic variables of interests of study, ages, and gender indicate that the archival system employed in the present study, and those that are similarly designed, have universal appeal and effectiveness as an educational supplement. VII. ACKNOWLEDGEMENT The authors acknowledge the support of the University of Colorado President s Teaching and Learning Collaborative (PTLC) and the UCCS Student Achievement Assessment Committee (SAAC). The authors express their gratitude to the external reviewers for the comments that helped improve the exposition of this article. VIII. REFERENCES 1. Kenworthy, B. Educational broadcasting just for kids? Australian Journal of Educational Technology 5(1): 47 55, Cotton, K. Computer-Assisted Instruction. School Improvement Research Series, Northwest Regional Educational Laboratory, May Abrams, G. and J. Haefner. Blending online and traditional instruction in the mathematics classroom: A case study. The Technology Source September /article/blending_online_and_traditional_instruction_in_the_mathematics_classroom/. 4. Dalsgaard, C. and M. Godsk. Transforming traditional lectures into problem-based blended learning: Challenges and experiences. Open Learning 22(1): 29 42, Garrison, D. R. and H. Kanuka. Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education 7: , Shea, P., C. S. Li & A. Pickett. A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education 9: , Fill, K. and R. Ottewill. Sink or swim: Taking advantage of developments in video streaming. Innovations in Education and Teaching International 43(4): , Ginns, P. and R. Ellis. Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education 10: 53 64, Journal of Asynchronous Learning Networks, Volume 12: Issue

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