Technology Variables:A College Algebra Course Redesign
Abstract: For several years, student grade distributions indicated that the College Algebra courses were not very effective in preparing students for successful completion of the course objectives. A General Education, high-enrollment course with more than 800 students per semester, College Algebra I showed a high proportion of Ds and Fs. Math coordinators worked with instructional designers and assessment specialists to implement technology solutions, in the form of online study / homework resources and secure mastery quizzes to address the learning gaps and standardize the learning experience. Although initially developed for resident instruction, these practices have been successful as online learning strategies and students report feeling more responsible for their own learning.