Abstract:

The proposed presentation emanates from the award of a faculty innovation research grant which aimed at studying the effect of identifying and remediating at-risk students enrolled in online sections of Intermediate Algebra courses offered at a large public state college in south Florida by addressing gaps in self-regulatory skills deemed necessary for success in the online environment. The study, which is still ongoing, utilized a personalized online learner support platform, eMathReady™, which was used as a mandatory orientation activity during the first week of class in order to assess students' likelihood for succeeding in their online course. This assessment was based on a self-regulatory profile generated by psychometric testing within the platform, which also provided an indication of the degree to which an individual student possesses the attributes, skills, and knowledge that contribute to success as an online learner, as well as strategies for both students and faculty to help remediate those traits found lacking. Preliminary results from data collected and analyzed to-date indicate a high level of retention (averaging 96%) as well as increased levels of successful course completion (78%) compared to overall four-year averages of face-to-face Intermediate Algebra courses at the college (<50%).

Keywords:

Online learning, online math, emathready, retention, success.