Open Educational Resource in Online Mathematics Learning
Technology, multimedia in Open Educational
Resources, can contribute positively to student performance in an
online instructional environment. Student performance data of past
four years were obtained from an online course entitled Applied
Calculus (MA139). This paper examined the data to determine
whether multimedia (independent variable) had any impact on
student performance (dependent variable) in online math learning,
and how students felt about the value of the technology. Two groups
of student data were analyzed, group 1 (control) from the online
applied calculus course that did not use multimedia instructional
materials, and group 2 (treatment) of the same online applied calculus
course that used multimedia instructional materials. For the MA139
class, results indicate a statistically significant difference (p = .001)
between the two groups, where group 1 had a final score mean of
56.36 (out of 100), group 2 of 70.68. Additionally, student
testimonials were discussed in which students shared their experience
in learning applied calculus online with multimedia instructional
materials.
[1] Astleitner, H., and C. Wiesner (2004). An integrated model of
multimedia learning and motivation. Journal of Educational Multimedia
and Hypermedia, 13(1), 3-21.
[2] Brown, J. S. (2002). Learning in the digital age. Forum Futures, 20-23.
[3] Glass, J. & Sue, V. (2008). Student preferences, satisfaction, and
perceived learning in an online mathematics class. MERLOT Journal of
Online Learning and Teaching. 4(3), 325-338. [4] Hansen, D. E. (2008). Knowledge transfer in online learning
environments. Journal of Marketing Education , 30 (2), 93-105
[5] Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report.
Austin, Texas: The New Media Consortium.
[6] Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010
Horizon Report. Austin, Texas: The New Media Consortium.
[7] Mayer, R. E. (1989). Multimedia aids to problem-solving transfer.
International Journal of Educational Research, 31, 611–623.
[8] Mayer, R. E. (2002). Cognitive theory and the design of multimedia
instruction: An example of the two-way street between cognition and
instruction. New Directions for Teaching and Learning, 89, 55-71.
[9] Mayer, R. E. (2003). The promise of multimedia learning: Using the
same instructional design methods across different media. Learning and
Instruction, 13(2), 125-139
[10] Olesova, L. A., Richardson, J. C., Weasenforth, D. &Meloni, C. (2011).
Using asynchronous instructional audio feedback in online
environments: A mixed methods study. MERLOT Journal of Online
Learning and Teaching. 7(1), 30-42.
[11] Paivio, A. (1986). Mental representations: A dual coding approach.
Oxford, UK: Oxford University Press.
[12] Rabe-Hemp, C., Woollen, S., &Humiston, G. (2009). A Comparative
analysis of student engagement, learning and satisfaction in lecture hall
and online learning settings. Quarterly Reivew of Distance Education,
10 (2), 207-218.
[13] Sadaghiani, H.R. (2011). Using multimedia learning modules in a
hybrid-online course in electricity and magnetism. Physical Review
Special Topics – Physical Education Research, 7, 101021-101027.
[14] Schenker, J. D. (2007). The effectiveness of technology use in higher
education: A meta-analysis using hierarchical linear modeling. Kent
State University.
[15] Shin, & Chan, (2004). Direct and indirect effects of online learning on
distance education. British Journal of Educational Technology. 35(3),
275-288.
[16] Wagner, S. C., Garippo, S. J. &Lovaas, P. (2011). A longitudinal
comparison of online versus traditional instruction. MERLOT Journal of
Online Learning and Teaching. 7(1), 68-73.
[1] Astleitner, H., and C. Wiesner (2004). An integrated model of
multimedia learning and motivation. Journal of Educational Multimedia
and Hypermedia, 13(1), 3-21.
[2] Brown, J. S. (2002). Learning in the digital age. Forum Futures, 20-23.
[3] Glass, J. & Sue, V. (2008). Student preferences, satisfaction, and
perceived learning in an online mathematics class. MERLOT Journal of
Online Learning and Teaching. 4(3), 325-338. [4] Hansen, D. E. (2008). Knowledge transfer in online learning
environments. Journal of Marketing Education , 30 (2), 93-105
[5] Johnson, L., Levine, A., & Smith, R. (2009). The 2009 Horizon Report.
Austin, Texas: The New Media Consortium.
[6] Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010
Horizon Report. Austin, Texas: The New Media Consortium.
[7] Mayer, R. E. (1989). Multimedia aids to problem-solving transfer.
International Journal of Educational Research, 31, 611–623.
[8] Mayer, R. E. (2002). Cognitive theory and the design of multimedia
instruction: An example of the two-way street between cognition and
instruction. New Directions for Teaching and Learning, 89, 55-71.
[9] Mayer, R. E. (2003). The promise of multimedia learning: Using the
same instructional design methods across different media. Learning and
Instruction, 13(2), 125-139
[10] Olesova, L. A., Richardson, J. C., Weasenforth, D. &Meloni, C. (2011).
Using asynchronous instructional audio feedback in online
environments: A mixed methods study. MERLOT Journal of Online
Learning and Teaching. 7(1), 30-42.
[11] Paivio, A. (1986). Mental representations: A dual coding approach.
Oxford, UK: Oxford University Press.
[12] Rabe-Hemp, C., Woollen, S., &Humiston, G. (2009). A Comparative
analysis of student engagement, learning and satisfaction in lecture hall
and online learning settings. Quarterly Reivew of Distance Education,
10 (2), 207-218.
[13] Sadaghiani, H.R. (2011). Using multimedia learning modules in a
hybrid-online course in electricity and magnetism. Physical Review
Special Topics – Physical Education Research, 7, 101021-101027.
[14] Schenker, J. D. (2007). The effectiveness of technology use in higher
education: A meta-analysis using hierarchical linear modeling. Kent
State University.
[15] Shin, & Chan, (2004). Direct and indirect effects of online learning on
distance education. British Journal of Educational Technology. 35(3),
275-288.
[16] Wagner, S. C., Garippo, S. J. &Lovaas, P. (2011). A longitudinal
comparison of online versus traditional instruction. MERLOT Journal of
Online Learning and Teaching. 7(1), 68-73.
@article{"International Journal of Business, Human and Social Sciences:69839", author = "Haohao Wang", title = "Open Educational Resource in Online Mathematics Learning", abstract = "Technology, multimedia in Open Educational
Resources, can contribute positively to student performance in an
online instructional environment. Student performance data of past
four years were obtained from an online course entitled Applied
Calculus (MA139). This paper examined the data to determine
whether multimedia (independent variable) had any impact on
student performance (dependent variable) in online math learning,
and how students felt about the value of the technology. Two groups
of student data were analyzed, group 1 (control) from the online
applied calculus course that did not use multimedia instructional
materials, and group 2 (treatment) of the same online applied calculus
course that used multimedia instructional materials. For the MA139
class, results indicate a statistically significant difference (p = .001)
between the two groups, where group 1 had a final score mean of
56.36 (out of 100), group 2 of 70.68. Additionally, student
testimonials were discussed in which students shared their experience
in learning applied calculus online with multimedia instructional
materials.", keywords = "Online learning, Open Educational Resources,
Multimedia, Technology.", volume = "9", number = "5", pages = "1501-4", }