Eric.ed.gov – Web-based Instructional Modules Designed to Support Fundamental Math Concepts in Entry Level College Mathematics: Their Effects, Characteristics of Successful Learners, and Effective Learning Strategies.

The first goal of this study was to examine the impact of nine World Wide Web-based learning modules on learning as measured on both online module quizzes and in-class exams. The modules were designed to support fundamental concepts in entry-level college mathematics courses. The second and third goals of this study were to determine the learner characteristics and strategies that affect student performance on the nine Web-based learning modules. Data sources included: a demographic survey; nine Web-based instructional module quizzes; three in-class quizzes; three in-class, paper-based quiz surveys; an in-class final exam; an exit survey; and face-to-face interviews. Findings indicated that students who scored above 80% on the module quizzes also did better on in-class exams. Those who were self-motivated, focused, and self-disciplined had greater success in the online module environment than students who participated haphazardly or erratically in the modules. It is concluded that Web-based modules support learning when used systematically by learners and that such modules extend the reach of the classroom teacher and reinforce classroom instruction. (Contains 26 references.) (Author/MES)