Asynchronous Algebra I Preparation Programs Free

Little information has been gathered on the Algebra I learning activities and perceptions of public secondary distance education students. This is partly due to few investigations into the effectiveness of distance education environments as an alternative for high school students (e.g., Blomeyer, 2002; Hughes, McLeod, Brown, Maeda, & Choi, 2007; Phipps & Merisotis, 1999; Smith, Clark, & Blomeyer, 2005). Numerous investigations have been utilized in the postsecondary settings to extrapolate current education theories with adult learners (e.g., Allan et al., 2004; Dutton, Dutton, & Perry, 2002; Flowers, Jordan, Algozzine, Spooner, & Fisher, 2004; Lazari, & Simons, 2001; Picciano, 2006; Weems, 2002) along with effective practices (Roberts & McInnerney, 2006). Also, studies tend to pivot upon technology, pedagogy, or teacher (Nguyen & Kira, 2000) rather than the student.

An environment that has shown positive results in Algebra I with alternative high school students is Louisiana Virtual School (LVS). LVS is a byproduct of Florida Virtual School and has seen tremendous growth in Algebra I standardized test scores. The Algebra I Online Project at LVS has also seen student course completion rates of 84% since implementation (Fox, 2006).

The following highlights a case study of an asynchronous distance education environment. This setting’s history and methods employed to prepare students and staff is discussed. Alternative methods to prepare students for the asynchronous Algebra I environment are also deliberated upon.

A school district in the Western United States has a distance education high school available to public secondary students. This school, dubbed Asynchronous High School (AHS) for anonymity, offers distance education courses to secondary students completely online in an asynchronous learning environment. AHS utilizes the same curriculum goals as traditional schools within the district while offering students an alternative educational means in earning a high school diploma. Standardized testing shows a disparity in the math scores in relation to other subject areas at the school. This is compounded by an administrative concern regarding students in the ninth grade Algebra I courses and familiarity with distance education pedagogies (E. Wade, personal communication, January 12, 2008). Student familiarity with distance education may affect the perceived content interaction, teacher-to-student interaction, student-to-student interaction, and content activities within the asynchronous Algebra I environment.

The Algebra I course is a one credit, year-long program designed for high school freshmen. The course is taught at a distance utilizing asynchronous activities. The course studies patterns and structure in number systems. Students of this course are expected to use a variety of mathrelated concepts to solve problems, work equations, and translate graphs. It is expected for students to use calculators, computers, and related software as instructional tools to fulfill the credit requirements of this course.

Algebra I at AHS has seen students have difficulty with course content and drop out of the online program (E. Wade, personal communication, January 12, 2008). This is one of the first online experiences students have when transitioning to AHS from other educational environments. Retaining students after exposure to the distance education environment has proven to be difficult.

The AHS instructional environment has been undergoing continual change since the 2004-2005 school year. At that time, the campus evolved from a part-time distance education institution that relied upon instructional video to a diploma-granting, online high school. In the 2004-2005 school year AHS presented student coursework and instructional materials through live online sessions and web/video-based lessons. These materials were made available to students 24 hours a day, 7 days a week (Nevada Annual Reports of Accountability, 2005). In the 2005-2006 school year AHS continued to provide materials 24 hours a day, 7 days a week while presenting student coursework and instructional materials through live online sessions and web/video-based lessons. The use of interactive computer technologies was utilized in the 2006-2007 school year (Nevada Annual Reports of Accountability, 2007). The 2007-2008 school year brought several advancements where AHS progressed into a fully online high school where all courses are taken and supported in the online arrangement as well as great interest in teacher-to-student interactions surfaced as the teacher-to-student ratio was decreased to increase interactions (Nevada Annual Reports of Accountability, 2008).

Another focus of AHS was the implementation of several professional development activities and orientations for students, parents, and staff. In 2004-2005 professional development of teachers consisted of blending face-to-face and online skills. In the same year, students and parents had the opportunity to attend numerous orientations. Two orientations were held in the Fall, and four mid-year. Virtual homeroom sessions for students and parents were also held to distribute and retrieve feedback before the second semester. School administrators and staff also presented AHS information at regional and community meetings (Nevada Annual Reports of Accountability, 2005). Orientation sessions for students and parents continued in the 2005-2006 school year with an attendance rate of 75%. The staff continued professional development of teachers with the blending of face-to-face and online training skill sets (Nevada Annual Reports of Accountability, 2006). In 2006-2007 an up-to-date website was established for the school as a mode of continual communication between campus staff and the community. Parents were given e-mail addresses to all instructors of their child while students had direct access through course social software. Student and parent orientation sessions continued at the beginning of each term (Nevada Annual Reports of Accountability, 2007). In 2007-2008 weekly professional development sessions were established for all full-time instructors. Orientation sessions were implemented for parents and students along with the informational website for communication with AHS staff (Nevada Annual Reports of Accountability, 2008). These annual orientations aid in developing participant familiarity to the distance education environment and foster student-to-teacher communication.

Communication between students and teachers has also been addressed by manipulating class sizes at AHS. In 2004-2005 the average math class size was 10 students before being reduced to seven the following year (Nevada Annual Reports of Accountability, 2005, 2006). In 2006-2007 average class size more than doubled when mathematics had 16 students but was then reduced to 11 for 2007-2008 (Nevada Annual Reports of Accountability, 2007, 2008). The variations in class sizes were directly related to attempts made for aiding students in peer and instructor communication. This communication has also been addressed through tutoring services now provided by AHS where potential face-to-face synchronous and distancebased opportunities exist (E. Wade, personal communication, February 11, 2011).

Student performance on standardsbased tests helped to guide AHS goals and objectives. Proficiency ratings on these tests range from emergent/developing (ED), approaches standards (AS), meets standards (MS), and exceeds standards (ES). These tests currently encompass reading, writing, and math proficiencies. Reading proficiency (see Table 1) has been the highest performing category while writing (see Table 2) trails slightly. Mathematics (see Table 3) has historically been the lowest performing proficiency for the AHS student body (Nevada Annual Reports of Accountability, 2006, 2007, 2008) even though specific professional development activities, manipulated class sizes, and student orientations have been held to develop this content area.

Transactional distance is the perception of space between participants, communication, and content of a setting. Social presence is the participation in communication with others which can be influenced by ease, experience, and method (Mykota & Duncan, 2007). Lacing educational goals into participant communication and interaction can be an effective pedagogical approach for increasing positive perceptions of the online learning environment (Garrison, Anderson, & Archer, 2000). Consistent and positive interactions among participants indicate learners were more likely to stay within the distance education setting. Passey (2000) affirms the fundamental necessity for heightened levels of social interaction and support within the K-12 distance education environment. For these reasons, it is assumed that these perceptions may be contributors to student math proficiency.

Several specific preparation programs have been developed by the author to combat the issues in asynchronous Algebra I courses. The Virtual Algebra Preparation Program (VAPP) develops transitioning student abilities and proficiencies throughout middle school grade levels. The Intensive Orientation Program (IOP) builds transitioning student abilities during a 2-week window. Supplemental Support Strategies (SSS) encompasses specific activities for transitioning students once they have entered the asynchronous environment.

VAPP is a focused middle school environment that gradually develops blended and asynchronous learning competencies. VAPP deviates from traditional instructional practices through the mode and environment in which instruction takes place. Students in VAPP experience a blended learning environment where instructional coursework is disseminated face to face and asynchronously. The instructional calendar allows for face-to-face instruction for coursework during the sixth- and seventh-grade levels (see Figure 1). Eighth grade students complete coursework in a blended distance learning setting where additional face-to-face support is provided during the first semester while the second semester transitions into a blended learning environment with a larger focus on asynchronous learning (see Figure 2).

VAPP would adhere to curriculum guidelines set forth by the state and district in which it resides. These guidelines allow VAPP to employ a variety of learning materials and differentiated strategies in curriculum dissemination. Instruction facilitated face-to-face utilizes traditional practices infused with technology, Blackboard and Centra software, along with ample use to increase student efficacy.

Upholding the district curriculum and implementing a long-term transitional strategy for incoming distance learners could be an effective way to increase student performance, especially in the math courses at AHS. This approach can, and would most likely need to, be adopted for each of the content areas at the middle school campus. Students at the seventh grade level would then have the skills in each content area they will be exposed to in the high school curriculum.

IOP would be an abbreviated version of the VAPP. IOP would take place for 2 hours each morning over a 2-week period before the start of the freshman year at AHS. IOP would utilize a blended learning environment of face-to-face and asynchronous settings to develop transitioning students’ software knowledge and use, study skills, and math abilities. The calendar for this program would also alternate instructional settings to address the asynchronous environment, allow for individual practice, and then readdress asynchronous nuances experienced during practice sessions (see Figure 3).

IOP allows participants, instructor, and students of the Algebra I course to interact with each other in a blended setting before the fully asynchronous term begins. This interaction can aid in developing the social presence of participants. Social presence is integral in distance education environments; students who experience social presence approaching that of the traditional classroom are more likely to remain in the course (Visser, Plomp, & Kuiper, 1999) and be interactive within the learning experience (Gunawardena & Zittle, 1997). Comfortable communication also encourages students to engage in critical thinking (Garrison et al., 2000) and in course dialogues (Danchak, Walther, & Swan, 2001). Research has also shown that learners in distance education environments look for personal interaction with instructors and peers (Miller, King, & Doerfert, 1996). Active student engagement also directly affected learning outcomes (Gao, 2001). Feedback garnered by the student from the instructor also effect student motivation and participation in the learning environment. LaPointe and Gunawardena (2004) found that learning outcomes were not only affected by instructor interaction, but also by peer interaction. Anderson (2002) has noted that interaction is central to the learning process of distance education courses. McDonald (2002) has also observed that interaction is a critical component of distance education courses. IOP addresses the software, study, and math skills needed in the asynchronous environment while considering the social presence of participants.

SSS utilizes social presence and transactional distance theories to develop an interactive environment within the asynchronous setting. Social presence is seen as a strong link between critical thinking skills within a learning environment. Intertwining effective educational goals with pleasurable communication and interaction of participants can be a direct contributor to student retention and satisfaction (Garrison et al., 2000). Student persistence is also linked to instructional techniques and pedagogical practices of online courses (Tello, 2007). Planning appropriately for the distance setting is vital for participant perceptions of transpired learning.

Transactional distance is a learnerguided theory that focuses on individual learners through effective pedagogies that encourage motivation, learning, and achievement for every participant in an educational setting (McCombs & Whisler, 1997). Studies have shown that transactional distance affects learning experiences when little communication is used (Chen, 2001; Vonderwell, 2003). Course completion rates are also affected by the transactional distance perceived by students. SSS specifically addresses students in the asynchronous environment through activities that develop class climate and technical support.

Class climate can be developed through SSS at the beginning of the instructional term within the Algebra I course. Getting-to-know-you activities to develop student cohesiveness, cooperation, and involvement have been suggested by students themselves (Talvitie-Siple, 2007). These strategies also address each learner’s needs through participant backgrounds, characteristics, general abilities, and individual requirements. This information can then be used to develop an understanding and plan for facilitating interactive work among participants, content, and instructor (Simonson, Smaldino, Albright, & Zvacek, 2006).

Class climate is also determined by student motivation, which can be directly attributed to relevance. Success has been witnessed in computer-based algebra courses by effectively applying real-world cross-curricular learning experiences to enhance electronic pedagogies while increasing student-to-student interactions (Dickensheets, 2001). Applying mathematic pedagogical approaches that utilize multiple representations has shown positive effects on attitude and achievement by engaging students (Carraher, 2001) while increasing significance to the learner (Haas, 2005). These factors have been shown to help retention rates among distance education high school students (Roblyer, 2006) by effectively implementing successful distance education practices.

The technical support aspect of SSS is focused on the course software being used. Research has shown student frustration with course software can impact their perceived transactional distance and motivation (Talvitie-Siple, 2007). Students would participate in instructor led activities navigating the different facets of the course software. Students would then have the opportunity to participate in peer group activities to practice navigating the software being utilized. This would include playback features, material and assignment folders, as well as e-mail and communication features.

Focused strategies in the Algebra I environment have been developed and implemented in public secondary distance education environments. AHS has had varying degrees of success with student proficiency in this content area while applying a variety of strategies ranging from orientations, professional developments, and changes to class size. This setting is attempting to increase proficiency in standardized testing. Three specific alternative preparation methods have been developed and deliberated upon for this need.

VAPP focused on the middle school environment to gradually develop blended and asynchronous learning competencies. VAPP students experience a blended learning environment where instructional coursework is disseminated face-to-face and asynchronously. This approach is the most intensive in developing competencies and skills needed for students to attain success in asynchronous Algebra I environments.

It is recommended that IOP take place for 2 hours each morning over a 2-week time period before the start of the freshman year at AHS. The IOP would utilize face-to-face and asynchronous blended learning environments to develop transitioning students’ software, study, and math skills. Developing the social presence of students in this preparation method is highlighted before the asynchronous Algebra I term begins.

Social presence and transactional distance theories were key components in developing the SSS preparation method for students. SSS specifically addresses students in the asynchronous environment through activities that develop class climate and technical support. Class climate is addressed through getting-to-know-you activities that build upon student cohesiveness, cooperation, and involvement. Technical support would focus on navigating the course software being utilized.