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Dissertation/Thesis Abstract

Exploration of supportive practices in instructional design for undergraduate online developmental pre-algebra/math courses
by Markman, Lenore P., D.Ed., Capella University, 2016, 179; 10251031
Abstract (Summary)

There exists a need for instructional designers to understand how to incorporate supportive interventions in online developmental pre-algebra/math course designs. College students at the undergraduate level who require remedial assistance and academic supports in mathematics must successfully complete developmental pre-algebra/math courses. The study describes instructional strategies for procedural, active learning, and cognitive constructivist instructional strategies in problem-based learning. The study included six volunteer instructional designers who shared their perspectives for design practices, supportive interventions, and procedures to assist learners. A sample of convenience purposive sampling strategy was used to allow access to the volunteer participants through public social media. The six participants responded to the 16 related guided interview questions and the data was analyzed. Eighteen individual themes emerged related to supportive interventions used in instructional design regarding, instructional strategies, motivation, learning theories, and interaction by students within the courses. The participants shared seven design models and practices for successful learning, seven supports, and 12 developmentally appropriate design practices, used in their instructional designs. The findings of this study support the premise that by combining cognitive constructivism, social constructivism and confidence builders, to effect motivation and self-efficacy for supportive interventions, the learner could potentially successfully complete the requirements for undergraduate online developmental math courses.

Indexing (document details)
Advisor: Lane, Carla
Commitee: Lewis, Barbara, Ryan, Patricia
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Mathematics education, Adult education, Higher education
Keywords: Cognitive constructivism, Motivation, Online/distance learning, Procedural learning, Self-efficacy, Social constructivism
Publication Number: 10251031
ISBN: 978-1-369-45420-8
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