6. Models of Classroom Integration
There are numerous ways in which ALEKS can be and is used in concrete
Supervised Statistics Lab
Expert supervision can be provided for the students' use of ALEKS
in regularly scheduled statistics lab periods, whether or not these are part
of a conventional class structure. Students benefit from the direct
coaching and assistance of qualified instructors in the course of their
work with ALEKS.
Statistics Lab in Structured Course
The supervised statistics lab may be part of a structure of class
meetings, combined with conventional and lecture-style classes. The
instructor in such a setting need not gear the sequence of topics covered
in classes in any way to what the students are doing in ALEKS;
the students' independent work in ALEKS will increasingly benefit
their performance on quizzes and tests, as well as their understanding
of lectures. ALEKS is not designed to "teach to the test," although
experience has shown that students' performance on comprehensive tests
improves dramatically when they have worked with ALEKS over time.
The recommended use of ALEKS in a classroom setting makes use of
the detailed analysis of individual student knowledge provided through
the Course Report page to tailor the lectures to the skills of students.
In this scenario students may use the college computer lab on
their own, with only informal supervision. ALEKS is used in this
case much as it is for distance learning, except that students have the
opportunity for closer consultation with the instructor.
ALEKS is used by students who may never enter the physical classroom,
or may enter only on a few occasions for orientation and supervised
assessments. ALEKS provides a range of features for communication
between instructor and student, as well as powerful facilities for the
monitoring and evaluation of student work.
Regardless of which approach is used, you can derive more benefit from
ALEKS through monitoring the students' use of ALEKS and
communicating with them, whether in direct contact, by email, or by
messages through the ALEKS system. As discussed above, we recommend
that a certain number of hours in ALEKS each week be required
(Sec. 3); this should be made clear
from the start as part of the published course syllabus and rewarded
appropriately through the grading scheme. Students' progress in ALEKS
should be recognized and reinforced early on; conversely, students who
do not seem to make adequate progress should be contacted promptly.
The following sections of this chapter provide more information on these
issues affecting the classroom use and integration of ALEKS.