Internet Learning Volume 6, Number 2, Fall 2017/Winter 2018 | Page 28

The Effect of Term Length on Student Achievement in Online College Algebra
gy, social change, and transformative
learning models.
Furthermore, according to Collins
et al. (2013), adult learning theory
underpins the success of accelerated
learning programs.
Within the field of mathematics,
Kleden and Adisucipto (2015) claim
that students are highly dependent
on teachers to identify learning goals.
Given that the learning of mathematics
encompasses precision, efficiency,
and tenacity, Kleden and Adisucipto
advocate for a self-learning approach
in which students take ownership of
their learning goals. The researchers
recommend a metacognitive approach
that supports a student’s initiatives to
learn.
Similarly, Rodrigues (2012)
looked to the principles of andragogy to
design and teach mathematics to adult
learners. She believes that a student’s
self-concept shifts from being dependent
on the teacher to becoming self-directed.
To support her students as they
learned mathematics, Rodrigues strove
to increase their motivation through
building self-esteem, lowering their
math anxiety, and praising their efforts.
Real-life applications of mathematics
were also a foundation of the course.
As a result of her students’ successes,
Rodrigues recommends incorporating
adult learning principles into the design
of similar courses.
Methodology
Since 2008, I have been teaching
in the mathematics department
at an online university. The university
caters to adult learners, many
of whom are active duty military, service
professionals, or retired military
members. The university hosts a comprehensive
mathematics program, including
a Bachelor of Science (B.S.)
degree in mathematics with specializations
in applied mathematics, operations
research, and statistics. Even
with a degree program in mathematics
and degrees in other math-heavy disciplines
such as engineering and astronomy,
most students who enter the
mathematics department at this university
do so to complete their general
education credits in mathematics. The
vast majority of these students enroll
in college algebra. Topics covered in
college algebra include problem solving,
basic linear equations, systems of
equations, roots, and radicals. Students
are presented with weekly lessons that
include recorded lectures, slide shows,
solved practice problems, and links to
outside websites as additional resources.
Students work sequentially through
the lessons, participating in weekly
interactive forums that require them
to work through real-world problems
and discuss the content as it relates to
their daily lives. Connecting the course
content with a student’s daily life is an
example of how adult learning theories,
such as those noted in Rodrigues
(2012), fit into the course framework.
Furthermore, it is the hope that,
through these activities, students will
start to shift or transform their worldview
of mathematics as a disconnected
area of study to one that has true
meaning and importance in their lives,
thereby beginning the process of trans-
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