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dc.contributor.authorBesing, Kyle E.
dc.contributor.authorTrulen, Justin
dc.date.accessioned2020-02-04T20:57:37Z
dc.date.available2020-02-04T20:57:37Z
dc.identifier.urihttp://hdl.handle.net/20.500.12419/495
dc.descriptionPresentation. 2nd Celebration of Teaching & Learning Symposium, January 25, 2018, the University of Southern Indiana
dc.description.abstractTo increase student engagement and access to course materials, the Mathematics Program at Kentucky Wesleyan College (KWC) expanded the adoption of Open Educational Resources (OERs) and active learning techniques in mathematics courses ranging from MATH095. Foundations of Algebra to MATH402. Analysis I. A meta study of the use of OERs suggests that the use of these materials is at least as effective as materials from traditional publishers (Hilton, 2016) while drastically decreasing or eliminating the cost to students. Additionally, many studies indicate that the use of active learning can increase student engagement and passing rates while diminishing the achievement gap for women and low-achieving students (Laursen, 2014; Freeman, 2014; Asera, 2001). Given the varying levels of preparation and positive perceptions of mathematics between general education and upper-level mathematics courses, the implementation of OERs and active learning varied between courses. Some courses were redesigned to consist entirely of active learning techniques while others augmented a more traditional lecture approach with active learning experiences. In this presentation, we will describe the decisions that lead to this approach as well the types of OERs and active learning techniques that were adopted. A discussion of the successes and frustrations we experienced while implementing this project will hopefully encourage and assist others in following suit.
dc.subjectimproving student engagement and motivation
dc.titleUsing Active Learning and Open Educational Resources to Improve Student Access and Engagement
html.description.abstract<p>To increase student engagement and access to course materials, the Mathematics Program at Kentucky Wesleyan College (KWC) expanded the adoption of Open Educational Resources (OERs) and active learning techniques in mathematics courses ranging from MATH095. Foundations of Algebra to MATH402. Analysis I. A meta study of the use of OERs suggests that the use of these materials is at least as effective as materials from traditional publishers (Hilton, 2016) while drastically decreasing or eliminating the cost to students. Additionally, many studies indicate that the use of active learning can increase student engagement and passing rates while diminishing the achievement gap for women and low-achieving students (Laursen, 2014; Freeman, 2014; Asera, 2001).</p> <p>Given the varying levels of preparation and positive perceptions of mathematics between general education and upper-level mathematics courses, the implementation of OERs and active learning varied between courses. Some courses were redesigned to consist entirely of active learning techniques while others augmented a more traditional lecture approach with active learning experiences. In this presentation, we will describe the decisions that lead to this approach as well the types of OERs and active learning techniques that were adopted. A discussion of the successes and frustrations we experienced while implementing this project will hopefully encourage and assist others in following suit.</p>
dc.contributor.affiliationKentucky Wesleyan College


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