ABSTRACT

The prevalence of online and hybrid structures for mathematics courses has increased significantly in the last two decades. In many of these, instructors have adopted computer-based instructional tools of various kinds to deliver both content and assessments. These systems rely on high levels of self-motivated student engagement for successful implementation, but the decrease in instructor involvement in the student learning process can sometimes intensify existing student apprehensions about mathematics learning. In this chapter we present a description of the implementation of a face-to-face support program for students in a self-paced, computer-supported Intermediate Algebra course and examine trends we observed during implementation.