"Aarrgh... I feel like I'm teaching myself!" Learn how to remove the overwhelming sense of isolation in an online corequisite course by including affective domain and having a synchronous component. Technology has now reached a point where you can finally, truly replicate the collaboration, breakout groups, peer instruction and active learning that normally takes place in the classroom.

1. ZOOM Your Way Into
Online Corequisite Support
By Fred Feldon
Coastline College
California Acceleration Project (CAP) 4th Annual Conference
Sacramento, CA
February 27-29, 2020

2. This presentation is available at
http://www.slideshare.net/ffeldon

3. What? Teaching College-Level Math to
Underprepared Students — Online?
Are You Kidding Me?

4. AGENDA
• Coastline is a leader in online teaching and learning
• What Coastline is offering for online coreq’s
• Why offer online corequisite support
• Why would faculty want to teach online support classes
• Tips for teaching a quality online course
• Tips for teaching a quality online coreq support course
• Why add a synchronous component in an online course
• Tips for successful synchronous activities

5. Coastline’s Math Department
is 85% Purely Online With
High Rates of Success and
Retention

6. Offering since Spring 2019 per semester:
• Two Sections of College Algebra With Support
(both Online, 6 Units ea)
• Five Sections of Introduction To Statistics With
Support (1 Onsite, 3 Online, 6 Units ea)

7. College Algebra
Textbook with Corequisite Solution,
Pearson MyLab Math Course Management
System with Integrated Review
Introduction to Statistics
Online Educational Resource
(OER) Zero-Cost Textbook
Course Material

8. Our Version of Default Placement Rules
Adapted from CCCCO Memo July 11, 2018
…and Guided Self Placement (GSP)

9. Pedagogy for Online Support Courses:
• Cohort model
• 2 units
• Enrollment Cap 40 students
• Separate CRN’s and separate grades
• FT faculty create course templates
• Professional development & communities of practice
• Required for faculty who teach support classes
• Pay faculty who participate in PD
• Include affective domain in the training and classes
• Involve college alert and support systems

10. Why Offer Online Coreq Support?
• Better access to classes which fit students’ schedule
• Students self-select into that mode of delivery
• Online format fosters more independent learning
• Instructor able to give more attention to some students who
might otherwise be ignored
• Students schedule study time at their convenience, with less
distractions and more concentration
• Students can interact with anyone, any time, rather than just
who they sit next to in class.

12. Why Would Faculty Want To Teach
Online Coreq Support Classes?
• Increased flexibility
• Teach from any location, any time
• Online format fosters more independent learning
• Anonymity of the Internet: Everyone is equal

13. “On the Internet, nobody knows you’re a dog!”

14. Why Would Faculty Want To Teach
Online Coreq Support Classes? (Cont’d)
• Feeling of community is possible!
• Equally rewarding and enjoyable
• Number of students reached individually increases
• Students can collaborate easier
• Students do more on their own—the role of authority is
more spread out

15. Why Would Faculty Want To Teach
Online Coreq Support Classes? (Cont’d)
• Assessments (homework & quizzes) are interactive and
scored automatically, saving time
• Changes to course can be made in real time
• You have time to think and research before answering
questions
• Students expect more technology from higher education
to replicate the real world
• Amount of voicemails decrease
• Interaction can and should replicate in-class discussion
• Supplemental and enrichment material can be more timely

16. A Few Tips
• Use a Tablet PC

17. Use SnagIt to capture embed HTML
code, then paste image into the body of
a message on the Discussion Board:

21. A Few Tips (Cont’d)
• Use a Tablet PC
• Discourage the use of email: encourage use of Discussion Board
“That’s a great question! Could you do me a favor? Other students may
be wondering the same thing. Could you please post it on the Discussion
Board? That way, we can help everyone. I or another student will reply
right away. Thanks. I appreciate it!”
• Your first priority is discussion (before email)
• Teach students to communicate mathematically
• Demonstrate the behavior you want students to emulate
• Lure students to Discussion Board
• Welcome videos and emails
• Frequent low-stakes interaction, practice and feedback
• Proactive, specific feedback: struggling students, high achievers,
etc.

22. A Few Tips (Cont’d)
• Be flexible; allow students to work ahead or catch up if they fall behind
• Drop No Shows and Inactive students but allow them to catch up and
be reinstated in the class
• Maintain academic quality and rigor (same as onsite classes)
• Exams MUST be Proctored, show ID, show your work, and worth a
significant percentage (2/3 or more) of their final course grade
• Create and randomly distribute multiple forms of the exams
• Consider individuals who may need to finish late (give them an F then
change their grade later)
• Give assignments that are peer evaluated
• Ask students to explain their thinking, justify their answers; ask
frequent open-ended questions that may not have one, right answer*
*More on this later…

23. A Few Tips (Cont’d)
• Supplement and enrich the course with instructor-created
material
• Personalize the course with your voice, with videos, with your
hobby, background, interests, sense of humor, etc.

24. What Makes a Good Online
Support Course?
• All the above PLUS
• Concurrent enrollment of cohorts in transfer courses
• Low-unit concurrent support (one- to two-units)
• Backwards design and just-in-time remediation (JITR)
• Help accelerate acquisition of college-level skills
• Integrate academic affairs and student services (e.g.
counseling, mentoring, and guidance to students’ goals)
• Integrate intentional strategies, policies and activities to
address the affective domain of learning
• Include synchronous activities

25. Affective Domain
Knowledge
Comprehension
Application
Feelings
Emotions
Attitude
Behavior
Manual or
Physical Skills

26. CAP Math Guidance Memo
August 2018
“Develop concurrent support courses…
[and] integrate intentional strategies,
classroom policies and activities to
address the affective side of learning.”

27. fNIRS Significant Couplings at 5 sec shift (FDR q < 0.01)
Ref https://www.nature.com/articles/srep43293
Share Stories
“When a person listens to or relates to another person the
listener’s brain changes to mirror the other person’s brain. It’s
called neural coupling. When you show empathy students feel
trusted and valued. They engage at a higher level… They’ll
work their asses off to not disappoint you!”
Michelle Pacansky-Brock, August 23, 2019 https://
brocansky.com/2019/08/rigor-through-empathy.html

28. “Associating math with joy instead
of fear is surely one of our most
important goals as teachers!”
Dr. Jo Boaler, Professor of Mathematics Education, Stanford
University. Visit www.youcubed.org for more info

29. https://arstechnica.com/science/2019/02/huge-study-finds-
professors-attitudes-affect-students-grades
Scott Johnson, 2/15/2019
https://www.insidehighered.com/users/scott-
jaschik 2/18/2019

30. “The affective domain plays an undeniable role in education. The
Maslowian hierarchy of needs put self-actualization on top of the
peak. If our more basic needs aren’t met, there is no internal
mechanism to reach our higher potential.
Studies show a direct relationship between the stress response of the
hypothalamic-pituitary-adrenal axis, leading to higher cortisol
production and cognitive dysfunction, which are associated with lower
levels of performance, information processing, memory and problem
solving. Simply put—we do not think well when we do not feel well,
and that ‘feel’ can be as much psychological as it is physiological.
This interferes with a student’s ability to do well; the focus turns to
perceiving the environment as hostile or apathetic. The functioning
turns to survival mode, leaving little energy for higher critical or
creative pursuits. We need to balance the affective with the cognitive
to fully realize the essential goals of education.”
Monica Bhattacharjee, Simon
Fraser University, 2014

31. “High indices of academic failure in the area of mathematics demand the study of the influence
of affective and emotional factors on mathematics learning. Such factors would well explain the
anxiety pupils feel when faced with a problem to solve, their sensations of unease, of
frustration, of insecurity, the low level of self-esteem that they experience, etc., which often
prevent them from efficaciously and successfully tackling mathematics tasks.
Affective factors determine the success and/or failure of mathematics learning. Promoting
positive attitudes and beliefs in our pupils will be reflected in improved performance and
expectations of achievement.
There is a need to foment collaboration between educational psychologists and mathematics
teachers in the affective domain field, given its influence on the quality of learning
mathematics. The aim will be to improve attitudes, beliefs, and the emotional reactions that
pupils experience when they are learning it.”
Nuria Gil Ignacio, Lorenzo J. Blanco Nieto, and Eloisa Guerrero Barona, International
Electronic Journal of Mathematics Education, October 2016.
http://www.iejme.com/download/the-affective-domain-in-mathematics-
learning.pdf

32. Randomized experiments have found that seemingly
“small” social-psychological interventions in
education—that is, brief exercises that target
students’ thoughts, feelings, and beliefs—can lead to
large gains in student achievement and sharply
reduce achievement gaps even months and years
later. These interventions do not teach academic
content but instead target students’ psychology,
such as their beliefs that they have the potential to
improve their intelligence or that they belong and
are valued in school.
David S. Yeager and Gregory M. Walton, Review of
Educational Research, p. 267, June 2011

33. Publisher Materials Even Include
Affective Domain!

34. Faculty May Resist
Affective Domain Activities

35. Faculty May Resist
Affective Domain Activities
• It’s not my job. My job is to cover content
• There’s no time to cover anything else
• “Joy” should come from the inherent beauty of mathematics
• This is college: it isn’t my job to teach study skills
• Students should already know how to learn
• Why should I bother to motivate students who have the
potential to fail?
• If a student fails it’s not my fault
• This is going to fail anyway; soon we’ll be back to
enforcing prerequisites
• Assessing affective domain outcomes is difficult
• I haven’t been trained to deal with affective needs
• Let the counselors do it

36. What’s the remedy?
• Education – Share articles on Bloom’s Taxonomy, Krathwohl’s
Taxonomy of Affective Domain, Maslowian hierarchy of needs
• Convince faculty that when classes don’t go well, seek out solutions
in multiple domains
• Students who take online classes have a higher success, transfer and
graduation rate than students who take all face-to-face classes
• The world is changing; students as learners are changing; our job as
instructors is to keep up with this change
• Teaching is no longer about the lecture; content is ubiquitous

37. PatrickJMT
Content Is Everywhere!

38. What’s the remedy? (Cont’d)
• Form faculty learning communities; schedule brain-storming sessions
• Share specific activities, lessons, and resources
• Visit each others’ classes onsite and online
• Include training in affective domain as part of professional
development
• Collect data
• Spread the word to your students!

39. If You Can Learn This:
…You Can Learn Algebra!
“Success in math is much more a function of your study
habits than your brain size. Good study habits are not
rocket science. And don’t say it doesn’t make a
difference unless you’ve tried them. See if short, regular
study times, finding a study buddy or join a study group,
attending every class, and keeping up with homework
make a difference. Bottom line: Most students are way
smarter than they think they are!”
Maryellen Weimer, PhD, Professor Emerita at Penn
State Berks, Faculty Focus, January 17, 2018

40. Sample Affective Domain Activities
• Go to the CAP Math Facebook
page
• Join the Group
• Type “box” in the Search field
• Click on the link to the Box
• Or go to https://bit.ly/2INfKCH
• Open the Folder “Workshop
Materials for Math”
• Many, many activities are
there!

41. CAP AB 705 Implementation Workshop
Fall 2018 Affective Domain DropBox
https://app.box.com/s/o5zvmjor20247n8
sd98gnvkhsjg3d3jp

47. Include Non-Routine Questions
In Your Class
“Avoid the bulimic* method of education…”
*Overeating, followed by vomiting -- Dr. Stuart Firestein, 2013,
https://www.ted.com/talks/ stuart_firestein_the_pursuit_of_ignorance#t-876778

48. Sources for Non-Routine Problems That Stimulate Discussion
Books
Math Contests Grades 4-6, 7-8 and Algebra, by Conrad & Flegler, Math League Press
Math Contests High School, by Conrad & Flegler, Math League Press
Can You Solve My Problems? By Alex Bellos Math Puzzles Vol. 1, 2 and 3 by Presh Talwalkar
Principles to Actions: Ensuring Mathematical Success for All, NCTM
The Scientific American Book of Mathematical Puzzles and Diversions, by Martin Gardner
What Students Abroad Are Expected To Know About Mathematics: Exams from France, Germany and Japan
Empowering Students by Promoting Active Learning in Mathematics, NCTM
Challenging Math Problems, by Terry Stickels
Websites
http://mathforum.org/problems_puzzles_landing.html http://blog.mrmeyer.com
http://cemc.uwaterloo.ca/resources/potw.php http://donsteward.blogspot.co.uk
http://www.mathleague.com https://ed.ted.com http://www.onetwoinfinity.ca
https://www.mathcounts.org/resources/problem-of-the-week
https://www.math.purdue.edu/pow https://mindyourdecisions.com
http://orion.math.iastate.edu/ehjohnst/PoW/PoW.html
http://www.numberphile.com http://www.openmiddle.com
http://www.sixtysymbols.com http://www.estimation180.com
http://mathmistakes.org https://twitter.com/ExploreMTBoS (Math Twitter Blogosphere)
http://www.sciencealert.com https://twitter.com/MathVault
http://www.iflscience.com http://wodb.ca (Which One Doesn’t Belong)
http://www.ted.com http://www.visualpatterns.org
http://www.smartereveryday.com http://mathquest.carroll.edu/
https://www.youtube.com/channel/UC1_uAIS3r8Vu6JjXWvastJg (Mathologer)
Journals
Journal for Research in Mathematics Education, NCTM
Mathematics Teacher, Monthly Calendar Problems, NCTM
Mathematics Teaching in the Middle School, Monthly Palette of Problems, NCTM
By Fred Feldon
Coastline College
https://bit.ly/2PiEKbk

49. Why Add Synchronous Activities
To an Online Math Class?
Your course might contain amazing
instructional material. It’s not enough!

50. Why Add Synchronous Activities
To an Online Math Class?
Proven Success: “One of the most
successful online education ventures to
date, with a 96% completion rate!”
• 100 students at a time
• From 27 countries and 85 industries
• 10 coaches
• Digital tools include Slack, Zoom, WordPress
• 4-Week classes
• Students meet in real-time Tue/Thu/Sun
• 3-5 hrs of work per day on top of their full-time jobs
Medium: Interesting thoughts at the intersection of technology,
psychology, and business, by Stephanie Habif, Sep 19, 2016

51. Why Add Synchronous Activities
To an Online Math Class?
“Synchronous times for students getting together is
critical, and students are required to attend. People
push back in the beginning, but then they do very well.”

53. I scheduled a webinar but:
• No one had any questions
• No one showed up
• No one could agree on time/day
• They didn’t use their webcam
• Too many students had tech problems
• They came late/left early
• All I did was lecture; there was no interaction
• I don’t know what hardware/software to use
• I don’t know how to break students into groups
• I don’t know how to write mathematical
notation online

54. Up-Front Preparation:
Divide the webinar into thirds
• First third (10-15 min): Any questions,
comments or concerns? An ice-breaker (What
city are you in? What’s the best thing that
happened to you this week? Who or what is
your support system if you have trouble with the
Homework or Quizzes? What’s the worst/best
experience you’ve had with math?)
• Affective Domain topic

55. More at https://bit.ly/2QmHbWl

56. Up-Front Preparation (Cont’d):
• Second third (30-40 min): Interactively present and
solve problems from topics you KNOW students
struggle with!
• Use fun and collaborative strategies such as Kahoot,
Two Truths and a Lie, Breakout Groups, Professor
Leaves the Room then returns and calls on a student
at random, just as you do in the classroom!
• Share your screen and use a Tablet PC to handwrite
mathematics

57. Up-Front Preparation (Cont’d):
• Second third (30-40 min): Interactively present and
solve problems from topics you KNOW students
struggle with!
• Use fun and collaborative strategies such as Kahoot,
Two Truths and a Lie, Breakout Groups, Professor
Leaves the Room then returns and calls on a student
at random, just as you do in the classroom!
• Share your screen and use a Tablet PC to handwrite
mathematics

58. Up-Front Preparation (Cont’d):
• Last third (5 min): Any questions?
• Closing remarks
• Highlight, summarize, motivate, encourage,
inspire!
• Offer to stay behind for one-on-one time (you
may continue, pause, or stop recording)
• Post URL link to the recording w captions & chat
text file

59. Students who miss the webinar watch a
recording + post a summary of what was
discussed with comments and feedback.
Listed in the Schedule -
Attendance Required!

60. Sample College Algebra Weekly Webinar –
Spring 2020
https://tinyurl.com/s9am3x6

61. Spring 2019 semester without weekly
webinars 23.5% success
Fall 2019 semester with required
weekly webinars 68% success!
Bottom Line…

62. Thank You!
ffeldon@coastline.edu
This presentation is available at
http://www.slideshare.net/ffeldon