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The Effects of Non-traditional Teaching Styles on College Mathematics between Face-to-face and Online Students (English version)

Peter Kiriakidis () and Natalie THORNTON Johnson ()
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Peter Kiriakidis: PhD, Founder and CEO of Higher Education Research and Consulting Company, Peter Kiriakidis, PhD has expertise in higher education educational leadership: (a) chairing comprehensive examinations and dissertation committees; (b) developing curriculum and academic programs; and (c) teaching graduate courses in research, educational leadership in higher education, educational and information technology, online technology, e-commerce, software development, and information systems. Peter is a reviewer of many academic journals. Peter has presented a plethora of research studies nationally and internationally
Natalie THORNTON Johnson: PhD, College Math Professor

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2011, vol. 8, pages 61-83

Abstract: Limited research exists on the effects of teaching styles on college mathematics between face-to-face and online students. The purpose of this experimental quantitative research was to examine the effects of teaching styles on college mathematics between face-to-face and online students. The research question was “What are the effects of teaching styles on college mathematics between face-to-face and online students?” The participants were college students who took math classes either face-to-face or online. The participants were taught by the same professors the same math curricula. The findings of this research may shed further light on the effects of teaching styles on college mathematics between face-to-face and online students.

Keywords: college math; face-to-face classes; online classes; instructional practices of math college professors; math classes; college education; college professors and administrators (search for similar items in EconPapers)
JEL-codes: A23 I24 (search for similar items in EconPapers)
Date: 2011
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