Abstract:

Due to the COVID-19 pandemic, faculty were asked to migrate courses into an online format within ten days. This study will share the research-based pedagogy used while creating online learning objects for a Linear Algebra II course. Six different data collection instruments were used including two Course Syllabus (prior face-to-face and current online); Before and After Response to Self-Efficacy Survey; How to Make Awesome Math Videos; Example Instructor Communication with Online Students; Instructor Responses to an Instrument for Teaching Online; and Midterm Student Perceptions of Online Learning. The findings indicate that factors affecting the effectiveness of the online course include implementing effective course design; awareness that learning outcomes should not be modified when migrating online; having an openness to quickly integrate teaching research; time management is critical; eliciting input from students can be helpful; early, humanistic communication is key to reduce anxiety and create a helpful classroom culture; and student perceptions indicate that they appreciated the use of VoiceThread platform; course design; instructor creating a welcome classroom; and feedback; would prefer some synchronous opportunities; more examples [many indicated nothing needed improved]; and have a very good disposition towards the online course, sharing word such as Great, Awesome and Excellent!

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