Design online mathematics courses with self-check buttons, prior knowledge sections, and chunked scaffolding to support competence¶
Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 design),q2· 0 of 1 report an effect size · 2 claims rest on one study
Description¶
The article recommends three design features for improving competence in online mathematics courses: self-check buttons with informative and correctness feedback, prior knowledge explanations with self-check practice, and content chunking with scaffolding. These features are grounded in both quantitative and qualitative findings and are being integrated into the school's new Algebra 1 course.
Design Implications¶
Context¶
Requirements¶
- Asynchronous online course environment where students work independently
Constraints¶
- Recommendations should be considered in light of specific context variations and requirements due to limited purposive sampling
Target Learners¶
- Online secondary mathematics students
Learning Goals¶
- Improved motivation and competence in mathematics
Claims¶
- Feedback Features Fostered Competence Autonomy [+M]
- All In One Lesson Structure Supported Autonomy Competence [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Shank, E., Tang, H., & Morris, W. (2025). Motivation in online course design using self-determination theory: an action research study in a secondary mathematics course. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10410-9
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
sdt-design-features-competence-online-math |
title |
Design online mathematics courses with self-check buttons, prior knowledge sections, and chunked scaffolding to support competence |
description |
The article recommends three design features for improving competence in online mathematics courses: self-check buttons with informative and correctness feedback, prior knowledge explanations with self-check practice,... |
status |
review |
generated |
by process:settle-candidates on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shank-2025 |
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