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Edited by Dr. Lynne Schrum, University of Utah
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| formerly Journal of Research on Computing in
Education |
Volume 38 Number 2 Winter 2005
Mathematics and At-Risk Adult Learners: Would Technology Help?
Qing Li
K. A. Edmonds
University of Calgary
Abstract
In this paper, we examine the effects of computer-assisted
instruction (CAI) on adult at-risk learners in fundamental mathematics
education. This examination includes comparing the results of adult
learners experiencing learning with CAI with those who do not. Further,
we explore and present viable teaching and learning strategies for
at-risk students with a focus on a Web-based approach. Both qualitative
and quantitative methods are applied to explore the effect of CAI on
adult at-risk learners. The analysis of the data suggests not only a
positive effect of CAI on student learning of mathematics, but also
concerns and issues arising from the learning experirience.
 Download
the full article PDF (PDF, 276 KB, PDF instructions)
Contributors
Dr. Qing Li is an assistant professor at the University of Calgary,
Canada. She received her PhD from the University of Toronto, Canada. Her
research interests includes technology, gender, mathematics education,
and social justice. Kelly Edmonds has a background in business, adult
academic upgrading, literacy, online learning and technology. Newly
entering a doctoral program at the University of Calgary in the Faculty
of Education, Kelly plans to study higher education administrative
frameworks with a focus on developing a model for online learning
programs.
Contact
Qing Li, PhD
Faculty of Education
University of Calgary
2500 University Dr. NW
Calgary, AB, Canada, T2N 1N4
qinli@ucalgary.ca or kaedmond@ucalgary.ca
Copyright © 2005, ISTE (International Society for Technology
in Education). All rights reserved.
| mathmatics, computer-assisted instruction. web-based, comparisons |
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