This is an invaluable tool for me and my students in transitional classes. It allows me to restructure my classes by completely reversing the traditional format of lecture followed by homework assignments.

I offer a self-paced course. Using the video lectures, students view and take notes on lectures before coming to class. We meet in a computer lab where students work on their study plan. I and my T.A. circulate to answer questions, encourage and motivate.

From fall 2001 to fall 2005 in our traditional elementary algebra courses the success rate in fall semesters was approximately 50% while the success rate in spring semesters was approximately 33%. Under the new format for the last six semesters the passing rate for all registered students was 76%; the passing rate for those finishing the course was 97.5%. Perhaps of equal importance are the unsolicited student affirmations of their new-found confidence in their ability to do math and comprehensively read a math text.

Mary Rice, University of Illinois at Chicago