Title

Embedded Blended Learning Within an Algebra Classroom: A Multimedia Capture Experiment

Status

Faculty

School

Kamalnotivz School of Education

Department

Leadership

Document Type

Article

Publication Date

4-2015

Publication Title

Journal of Computer Assisted Learning

Description/Abstract

This two-group, pretest-posttest, quasi-experimental study compared secondary students' learning of Algebra II materials over a 4-week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live-lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open-ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen-capture instructional technology can be used towards establishing a teacher-based, embedded blended learning environment within a secondary algebraic classroom.

Volume

31

Issue

2

First Page

133

Last Page

147

Scholarly

yes

DOI

10.1111/jcal.12083

Disciplines

Education

Comments

http://onlinelibrary.wiley.com/doi/10.1111/jcal.12083/abstract

Original Citation

Smith, Jim G., and Suzuki, Sawako, “Embedded Blended Learning within an Algebra Classroom: A Multimedia Capture Experiment.” Journal of Computer Assisted Learning 31.2 (April 2015). Doi:10.1111/jcal.12083

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