Internet Learning Volume 6, Number 2, Fall 2017/Winter 2018 | Page 38

The Effect of Term Length on Student Achievement in Online College Algebra Kleden, M. A., & Adisucipto, J. (2015). Analysis of self-directed learning upon student of mathematics education study program. Journal of Education and Practice, 6(20). Retrieved from http:// www.iiste.org/Journals/index.php/JEP/ article/viewFile/24190/24763 Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. MERLOT Journal of Online Learning and Teaching, 9(1), 131–139. Retrieved from http://jolt.merlot.org/ vol9no1/kranzow_0313.pdf Mensch, S. (2013). The impact of course length on online numeric-based course grades. Contemporary Issues in Education Research (Online), 6(4), 439. Retrieved from https://searchproquest-com.ezproxy2.apus.edu/ docview/1442467256?accountid=8289 Mensch, S. (2015). Improving distance education through student online orientation classes. Culture & Religion Review Journal, 2015(2), 12–16. Murphy, J. H. (2010). Life in the fast lane: A pre- and post-test comparison of MBA performance in accelerated versus traditional core microeconomics classes. Business Quest. Retrieved from http://www.westga.edu/~bquest/2010/ performance10.pdf Rodrigue, S., Fanguy, R., Soule, L., & Kleen, B. (2016). Students in online degree programs: Perceptions of course term lengths. Issues in Information Systems, 17(2), 222–232. Retrieved from http://www.iacis.org/iis/2016/2_ iis_2016_222-232.pdf Rodrigues, K. J. (2012). It does matter how we teach math. Journal of Adult Education, 41(1), 29–33. Retrieved from http://files.eric.ed.gov/fulltext/ EJ991442.pdf Smilie, E. K., & Smilie, K. D. (2017). Pedagogical perseverance past and present: Chaucer grades grit. The Midwest Quarterly, 58(4), 349–370,348. Retrieved from https://search-proquest -com.ezproxy2.apus.edu/docview/ 1930071584?accountid=8289 Vilardi, R., & Rice, M. L. (2014). Mathematics achievement: Traditional instruction and technology-assisted course delivery methods. Journal of Interactive Online Learning, 13(1), 16– 28. Retrieved from http://www.ncolr. org/jiol/issues/pdf/13.1.2.pdf Dr. Tiffany N. DePriter is a School of STEM Associate Professor at the American Public University System (APUS). She received an Ed.D. in mathematics education from Morgan State University and a B.S. in mathematics and M.D.E. in distance education both from the University of Maryland University College. Her research focuses on adult learners who study mathematics online. For questions about her study, she can be reached by email at [email protected] 37