In reading some blocks of the survey some students were very clearly negative on Optimath. Other blocks were more positive. There probably needs to be a more uniform way of introducing and addressing difficulties with the Optimath system.
Syntax remains a clear problem. We need to devise a way of introducing students to the syntax used in Optimath. Perhaps we can set up an Ascii2HTML page.
It might help the syntax issue if we sprinkle a few more multiple choice questions into the testbanks.
Some instructors assign optimath pretests that are open to multiple attempts before assigning a one-time take optimath test. Students seem to like these. One associate faculty member suggested to me that assigning optimath pretests then running a paper copy of the same optimath quiz for class might work.
For timed tests, one student suggested a warning system that time was almost up. Don't know if this already exists, but a good idea.
One student complained that the system was incompatible with his Macbook. Probably not true, but this shows a need for getting the information out to students on system requirements. We currently have this posted in many places, but it's obviously not getting read or used (or understood by some students). Perhaps Camtasia videos for intallation or system requirements would be the way to go.
Indeed, maybe a Camtasia video on syntax would be good.
One student complained that his computer clock was not in sync with optimath time limit. I can't see this would be a problem, because the computer clock on the system is not used, other than to alert the student of the true time of the day. Still, an early warning system that the time limit is almost up would be a good addition.
Some see optimath only as extra work.
Not really an optimath suggestion, but one student suggested videotaped lectures and streaming them out.
One student suggested involving students in discussions for improvement.
Students still like the instant feedback, the fact they can redo assignments for a better score, and the fact that they can take quizzes around their work schedule.
One student asked about a call-in system for proctoring, enabling students to complete work when traveling.
The phrase "partial credit" is used frequently. Training students and instructors in this issue could help. What can be done on a problem where a student just omitted a closing parens, for example? Do instructors know they can award partial credit?
It remains clear that not all groups of students are getting equal instruction in using the optimath system.
Many students did not like using Optimath because of the difficulty typing in the correct syntax and the amount of time it took to use. There were some complaints of the website being difficult to find and a couple students associated it with busy-work.
However, some people prefered the online assignments. There were many reasons that people appreciated using Optimath including seeing the correct solutions, having the opportunity to complete an assignment more than once and keeping their high score, test preparation (not clear if these were online students), and students liked working from home.
Some students suggested assigning more assignments in order to increase their syntax fluency, addionally it could be introduced to students in the lower classes. Many students would like receive partial credit and recognized this advantage that paper has over Optimath. Perhaps a timer should be made available to students which alerts them to the remaining time.
One suggestions that had nothing to with Optimath was regarding videotaping the course and making these available to students online. Perhaps this is something that could easily be done, particularly for those teaching a distance ed class. The lectures could be bundeled into sections and just made available to students.
Commentary: What changes could be made to Optimath so that typing in responses was not so difficult? There could be more multiple choice, but this does not answer the question. By now all instructors should have a link from their page to Optimath so that students can quickly find and use it. In order to increase the use of Optimath perhaps instructors should assign less written work and make a commitment to using the online system.
After reading through the responses to question 2, I a get sense that as a whole, students were somewhat ambivalent about using OM. After mastering the syntax, some liked the system and found it beneficial. Those that found it beneficial really liked being able to have un-timed practice assignments. They felt that it reduced much of the anxiety. Others simply hated it. Yet those that hated it also stated they would have benefited from more practice with it. Others just didn't care. I would also say that difficulty with syntax was *the* common theme of the responses to question 2. I know that Bruce has worked on the syntax, so I don't know what to recommend here.
Also, some reported that they could not use OM on their own computers. I think that that is a real problem. Its use becomes a burden, not an enabling technology. I have s student who cannot use it home because of some issue with the Acrobat Reader. I also think that this brings up accommodation issues. Many students work full time, or are parents with time constraints so I think that it is important that they are able to use their own computers.
I sometimes think that we give the students too much to master in a relatively short period of time.
Students that used OM in previous courses had an easier time with the system, but not all M120 students come from CR's prerequisite courses.
On the other hand, with the amount of tools available to the students, they could have a lot of freedom in choosing the tools that work best for them. Pencil and paper for some, digital format for others.
