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The Relationship of the Urban Virtual Algebra Student's Mathematics Attitude, Motivation, and Perception of Transactional Distance
PROCEEDINGS

, University of North Carolina at Chapel Hill, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Urban districts have difficulty in attracting and retaining the highly qualified teachers required by NCLB. One possible alternative for urban districts is to meet the academic needs of their students and the requirements of NCLB by implementing or participating in e-learning programs. Whether the use of e-learning programs is an effective alternative in teaching our K-12 population is still under-researched. This is particularly so in relation to the theory and pedagogy underlying virtual high school course offerings. This study investigates the relationship of the urban virtual high school student's mathematics attitude, motivation and perception of transactional distance in a web-based Algebra I course. The study investigates students' perceptions from data gathered through surveys, interviews, and discussion transcripts.

Citation

Talvitie Siple, J. (2007). The Relationship of the Urban Virtual Algebra Student's Mathematics Attitude, Motivation, and Perception of Transactional Distance. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6579-6586). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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