Using Blackboard for mastery learning in developmental mathematics

E-Learning Platforms

According to national estimates, between sixty and seventy-five percent of all college freshmen must enroll in remedial math. Boggs et al. (2004), claim that in high school, "when students fail to understand concepts in the first chapter, they are still required to move on to the next chapter" (p. 214). However, math is scaffolded so that one concept builds upon the information that was previously learned. Mastery Learning is necessary for students to be able to continue to the next concept, but teachers at Allegany College have found this process difficult to implement because their students have such a wide range of learning needs. Four things are needed to make Mastery Learning successful. The teachers need to be able to create multiple versions of each test, they need to be able to grade multiple versions of the test, they must schedule time for students to take several versions of the test, and they must be able to teach students at different learning levels. Blackboard can be used to create more than one version of each test by using Blackboard Cartridges, an electronic test bank, and Blackboard Random Blocks, which draws questions from test pools and allows the user to choose the subject and level. Blackboard also provides automatic grading and feedback for students. Tests can be completed in a computer lab on the Internet, which eliminates the need for scheduling class time for testing. Finally, students can use collaborative learning and web enhanced courses to work at their own level and pace. Boggs et al. (2004) note, "Students are now able to use the beneficial features of Blackboard and some are able to achieve a higher degree of success in developmental mathematics courses" (p. 219).

Boggs, S., Shore, M. & Shore, J. (2004). Using e-learning platforms for mastery learning in developmental mathematics courses. Mathematics and Computer Education, 38(2), 213-220. Retrieved May 16, 2010 from EBSCO.

Article 2: Undergraduate Mathematics on the Internet

Engelbrecht and Harding (2005) compare the new medium of internet-based teaching to traditional ground classes by using a quote by Schoenfeld (1988) who stated, "Recall that the first "horseless carriages" looked just like carriages pulled by horses, simply because carriages were people's models of "moving vehicles." It took awhile for cars to evolve their own shapes" (p. 255). They suggest that since internet education is in its infancy, many online teaching models seek to emulate site-based classes. Online courses differ from traditional classes in that there is little or no face-to-face contact between teachers and students. There are few opportunities for students to work collaboratively. In addition, communication and feedback does not occur immediately. Engelbrecht and Harding make several suggestions for the developers of online courses. First, they should provide opportunities for the students and teachers to communicate in real-time. Secondly, they need to provide opportunities for discussion and collaboration. Cognitive tools should be provided, and the format of the course should be easy to navigate. Finally, assessments must be integrated within the program.

The authors note that there are some distinct advantages to online learning, but there are some serious disadvantages as well. They note that online formats make it possible for students to attend college even if they work full time or do not live near a college campus. However, some of the disadvantages are the "loss of interpersonal relations in the classroom" (p. 267), technical difficulties, and the immaturity of students who are not able to focus on self-directed learning.

Engelbrecht, J. & Harding, a. (2005, February). Teaching undergraduate mathematics on the internet. Educational Studies in Mathematics, 58(2), 253-276. Retrieved May 16, 2010 from EBSCO.

Article 3: Doctoral Advisement Relationships Between Women

Heinrich (1995) claims that "rather than separating and individuating from mothers like boys do, little girls learn from their mothers that identification with and adjustment to the needs of others, not autonomy, is the route to feminine selfhood" (p. 462). The pattern of adjusting to the feelings and needs of the advisor rather than the advisor adjusting to meet the needs of the advisee is seen repeatedly in the different types of relationships between women who are pursuing doctoral studies on college campuses and their female advisors.

One type of advisor was described as an iron maiden, while the advisee assumed the role of handmaiden. In this type of relationship, the advisors support the goals of the student, but they have little time for interpersonal communications or sympathy for the advisee's personal issues. The advisees who worked under the tutelage of such women often found themselves sacrificing "their own personal power and their own work for iron maiden advisors" (p. 454).

The inadequate advisor-over adequate advisee relationship was in direct contrast to the iron maiden/handmaiden relationship. In this scenario, the advisor was too focused upon the interpersonal relationship and did not use her power as an advisor to complete the necessary tasks. These overly sensitive advisors provided little direction, guidance or assistance to their advisees; however, the advisees continued the relationships by acting as a "good daughter or over adequate advisee to stay in relationship with these types of advisors" (p. 456).

In these examples of relationships as well as other types that were discussed by the author, the advisees often felt betrayed by their advisors.

Heinrich, K. (1995). Doctoral advisement relationships between women: on friendship and betrayal. Journal of Higher Education, 66(4), 447-469. Retrieved May 16, 2010 from EBSCO.

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