Mastery-Based Blended Learning in the Calculus Sequence
Article Sidebar
Main Article Content
Abstract
This paper details the author’s experiences combining mastery-based and blended learning in Calculus II and Differential Equations courses at a smaller private college in Pennsylvania. Practical considerations for the course structure, the management of assessments, and learning outcomes are shared. Data concerning mastery of each outcome, number of attempts on each outcome, gains between each attempt, and grade distributions are given. DFW rates in mastery-based blended learning courses are compared with historical rates in the author’s more traditional format versions of the courses.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Anderman, E., & Koenka, A. (2017). The Relation Between Academic Motivation and Cheating.
Theory Into Practice, 56(2), 95–102.
Lin, Y., Tseng, C., & Chiang, P. (2017). The effect of blended learning in mathematics course.
Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 741-770.
Borba, M., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. (2016). Blended
learning, e-learning and mobile learning in mathematics education. ZDM Mathematics
Education, 48, 589-610.
Ford, P. (2015). Flipping a math content course for pre-service elementary school teachers. Primus,
(4), 369–380.
Groen, L., Coupland, M., Langtry, T., Memar, J., Moore, B., & Stanley, J. (2015). The mathematics
problem and mastery learning for first year, undergraduate STEM students. International
Journal of Learning, Teaching and Educational Research 11(1), 141-160.
Iamarino, D. (2014). The benefits of standards-based grading: A critical evaluation of modern
grading practices. Current Issues in Education, 17(2). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1234
Lewis, D. (2022). Impacts of standards-based grading on students’ mindset and test anxiety. Journal of
the Scholarship of Teaching and Learning 22(2), 67-77.
Link, L. & Guskey, T. (2019). How traditional grading contribute to student inequities and how to fix it. Educational, School, and Counseling Psychology Faculty Publications, 53. https://uknowledge.uky.edu/edp_facpub/53.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended
learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47.
National Education Association. (2021). Rethinking the classroom for blended learning.
Sleator, R. (2010). The evolution of eLearning: Background, blends, and blackboard…. Science
Progress 93(3), 319-334.