Math 101 Basic Supplemental Math Course 1

Assignment 3
OMDE 606
Group Members
Rebecca Mitchell

Jamila Jacques

Chris Kaplan

Damita Majetta

Group Process

The group members consist of the fours names above. Once we finalized our
group members we immediately scheduled our first meeting through Google
Hangout. During that time we introduced ourselves and discussed our strengths
pertaining to developing the assignment. We specifically decided on the type of
course, rationale for choosing the course, and best approach to timely completion of
the assignment. We all agreed to distribute the work as follows:

Jamila & Rebecca- Narrative

Damita- Spreadsheet
Chris- PPPT with voiceover

. Before each document was started the member(s) responsible created an

outline, which was reviewed by each group member before proceeding. By doing so
this ensured that no time was wasted. As the assignments were being developed they
were all centrally located in Google docs. Although each member had their main
area of focus, we all collaborated to ensure that all of our documents flowed together
as one. Preparing for the final submission consisted of every group member
reviewing each document and providing input and changes as needed. During the
duration of the group assignment we communicated with each other by email on
almost a daily basis. Everyone was a strong contributor and our process of
planning, developing and finalizing the project was successful.
Math 101 Basic Supplemental Math Course 2

Institution Overview

The University of Spring Blossom (UOSB) is a nationally accredited university that was

founded in 1935. UOSB is a dual mode university that introduced Distance Education (DE)

in 1945 to meet the high demand for education after WWII and because the University’s

remote location was a barrier for traditional enrollment. UOSB has competitive tuition rates,

especially in the DE courses. UOSB has a student enrollment of 29,749 (2013), including

undergraduate and graduate programs. Undergraduates make up 90% of the student body.

The student population is comprised of 80% full time students and 20% part time. In an

attempt to increase the number of full time students the UOSB has been growing the number

of online courses to allow students to take courses in synchronous and asynchronous learning

environments. UOSB enrollment is open to students with a high school diploma or

equivalent, and is an equal opportunity university. Students are accepted into the university

with a 74% acceptance rate. High school graduates do not need to qualify for entry into the

university by specific ACT/SAT exam scores but rather are required to participate in

placement exams after accepted into the university admissions process. Upon entry to the

university students need to demonstrate proficiency in basic mathematics including pre-

algebra, geometry, as well as a strong foundation on data analysis, fractions, number sense

and the relationship of numbers and patterns. The initial placement exam will assess students

in these areas.

Course Description and Rationale

Math 101 is a core requirement course for all undergraduate students as a prerequisite to

Math 300 along with a proficiency score in the mathematics placement exam. Math 101 is
Math 101 Basic Supplemental Math Course 3

available for all fields of study and required for students who test below the mathematics 300

levels. Students are eligible for Math 101, the basic mathematics supplemental course if

mathematics entry exam scores are below proficient. If proficiency is demonstrated they

qualify to start courses beginning with Math 300. If students do not demonstrate proficiency

in the entry exam, they are required to take Math 70, 80, 90, or 100 along with dual enrolling

in Math 101, the basic mathematics supplemental course described in this project. The main

goal of Math 101 is for the enrolled students to make gains on their basic mathematics skills,

and to eventually get where they need to be in order to qualify for credit level mathematics

courses within the UOSB regulations.

Basic Mathematics Supplemental Courses will focus on specific critical mathematics

skills including number sense, fractions, geometry, algebra, and data analysis to prepare

students for mathematics 300. Students will receive 3 credits for this course even though it

does not satisfy the math requirement however, it can count as an elective course. Math 101

will be offered in a synchronous online learning environment. The number of students per

course will be of average size, providing students with several academic support options such

as printed study guides, audio videos, and a LMS platform to facilitate peer support.

Students are graduating from high school unprepared for college level mathematics. This

course will give students a mathematics remediation option so they can become successful in

the mathematics courses required for their field of study. The top three academic programs

at UOSB are psychology, business administration and biology which higher-level math

courses are key courses in these programs. Helping students reach the level of math required

by the majority of the programs is important for student graduation rates to continue to climb

in the future.
Math 101 Basic Supplemental Math Course 4

Course Basics

Course Material

Computer access with Internet connection, microphone and audio capabilities. Study

guides and workbooks can be viewed online or printed depending on the student’s preference.

Archived synchronous sessions will be available as a learner support tool.

Student support

Online instructor available three times a week for 60 minutes during live class sessions

with an additional 60 minutes one time a week for tutoring or additional instruction. Additional

tutors and/or student mentors will be present in the classroom to help with monitoring.

Presentation

Class will be provided with synchronous instruction using Blackboard Collaborate

platform with a web link provided for the specific class accessed through the LMS for each

individual student enrolled in the program. The instructor will provide the link to the students

prior to the first session. Students are required to participate using microphone audio features;

using chat feature and using whiteboard tools to solve problems live during class. The sessions

will be recorded and made available immediately for students to review and access after the

synchronous session has concluded. Students will participate in synchronous sessions three days

a week and have offline work for the additional two days a week using the study guide/workbook

and online mathematics programs. The course will cover 5 content areas, each lasting 3 weeks.

The first week of the course will cover the pre-test and training on how to access and utilize the

learning tools and study guide.

Student Tuition/Fees

3 credit course, cost $380 per credit for a total of $1,140.

Math 101 Basic Supplemental Math Course 5

Assessment

Students will take a pre-assessment prior to each content area, and a post-assessment after

that content block is complete. Proficiency in each assessment will be required to move to the

next content block. If proficiency is not acquired in a content block the student is offered

additional support and the ability to take the assessment over at a later date. The course is

broken down into 4 learning modules, which must be completed according to the syllabus

schedule. At the end of the course the student will be required to take a final exam, which will

be similar to the mathematics placement test.

The ingredients & cost template

Input Unit of input Amount of input Cost per unit of input

Course overheads

Management Per annum 1/3 of full-time

salary position (ongoing) $60000
Secretarial support Per annum Full-time position
salary $40000
Development Cost

Management ½ of full-time
position over one
Per annum year of
salary development $60000
Secretarial support Per annum Full-time position
salary $40000
Development Print

Authoring of study guide Study guide

(48pp) 10 $1728
Preparation of a reader Reader 144 1 $1148
Editing and design Per 48 pp. 13 $720
Copyright Per 48 pp. 13 $1728
Development of DVD

Development of content Per hour 100 $40

Instructional design Per hour 60 $25
Production Per hour 50 $20
Copyright Per DVD 1 $1500
Math 101 Basic Supplemental Math Course 6

Development of assignment

Development of assignment Per

assignment 5 $1104

Maintenance (part of printed material only

Author Per study

guide 3 $1728
Editing and design Per study
guide 3 $1148
Copyright Per study
guide
(updating) 3 $720
Annual Presentation costs (all per student)

Student Support

Marking of assignment Per

assignment 5 $40
Tutor (per group of 24) Per hour and
group of 24
Tuition expenses Per group of
30
24 $19
Replication and Distribution

Per study
Production study guides guide 10 $8
Per
Production assignments assignment 3 $16.33
Production of Reader Per reader 1 $12
Packaging and postage Per mailing 2 $15.20
Income (per student per credit)

Fee Per credit

point 3 $380

Media Choice-Bates Actions Model (Bates, 2013)

Tony Bates (2013) explains the ACTIONS model using the first initial of each component by

using the work “Actions” as outlined below. We will use the Bates Actions model for our guide

as well.
Math 101 Basic Supplemental Math Course 7

Access

Students can access the course with any computer or web-based device such as tablet,

smart phone, with Internet availability. Instructors will use Blackboard Collaborate as the

platform for conducting class. The instructors need access to a computer with Internet

capability, high speed Internet works best. The sessions will be taught three days a week in a

synchronous setting with a link provided to the students by the instructor prior to class

beginning. The synchronous classes will be recorded for students to access after class or at a

later time to provide more flexibility in the schedule. Students can use any private or public

computer to access the sessions given it has Internet capability. Students without availability to

Internet on a regular basis can utilize the recorded sessions by requesting a DVD copy of the

sessions, which are available upon request.

Costs

Total variable cost per student is $395.15. This cost includes marketing, production, and

distribution costs per student. Compared to other technology choices the cost was comparable to

all other live meeting platforms. This platform was chosen due to the university using the

Blackboard Collaborate program for other courses and classroom settings, which helps minimize

the additional cost for this course.

Teaching and Learning

As described above in the course scenario the learning will focus on basic math

remediation in an online environment. Computer delivered online instruction is the best

technology for the supplemental instruction by increasing flexibility in the student schedule and

allowing for learning style accommodations for students who require additional time or extra

practice on a mathematics concept. Students can access the content with any web-based device
Math 101 Basic Supplemental Math Course 8

with Internet connectivity. The instructor has the capability of adding additional material or

deleting material in the lessons depending on the needs of the classroom. Additional adaptations

can be provided such as closed caption or students watching or listening at a slower pace by

pausing, repeating, or restarting recorded lessons. The technology helps meet the needs of

students with various learning styles, students can participate using microphones, typing

conversations in live chat during class as well as using whiteboard tools to work out problems

live in the class with the instructor and peers. Students are engaged with audio, video,

interaction, and social engagement to enhance the learning process.

Interactivity and User Friendliness

As stated in Teaching and Learning students have the ability to access lessons

synchronously and asynchronously depending on the flexibility needed by the student enrolled in

the program. The course is very easy to learn and most people can utilize all tools in the sessions

with one training session.

Organizational Issues

The university will budget in technical support including student support with

technology, training and lesson development as well as utilizing the programs technology

support and client support if needed. The barriers with the technology are minimal since the

program has been utilized for an extended period of time with other courses in the university.

The upfront changes needed are staffing for the front end of the production of the course as well

as hiring staff to utilize the technology and lead instruction of the course, which leads to student

success.

Novelty

Online meetings and teaching in this degree is relatively new but has been tested and
Math 101 Basic Supplemental Math Course 9

used for several years in different education and business settings. There is room for growth, as

the course develops to utilize additional social media to enhance the online classroom

experience.

Speed

Courses can be created in a short period of time depending on the timeliness needed for

the program to start. The lessons for the course can be developed during the initial startup of the

course ideally the lessons will be developed prior to enrollment. Course materials can be

changed immediately during live sessions or after the session by individual instructors if needed.

Once the lessons are built teachers have the ability to add, delete, or adjust individual lessons.

Conclusion

UOSB is an accredited University that has a specific goal of improving student’s skills in

the area of mathematics. Math 101 is being developed to help students be successful in meeting

higher-level mathematics courses and have an overall understanding of mathematical principles.

Math 101 is a core requirement prerequisite with flexible options to meet the needs of distance

education students. This course will be great addition to the Mathematical department at UOSB.
Math 101 Basic Supplemental Math Course 10

References

Bates, T. (2013). Innovation, quality and digital resources: the LINQ 2013 conference.

Retrieved from: http://www.tonybates.ca