High tech, high touch: The impact of an online course intervention on academic performance and persistence in higher education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Julie Edmunds, Program Director for Secondary School Reform (Creator)
Dora Gicheva, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Online courses are a growing part of the community college experience, but many students, particularly minority students or students who are more at-risk, face challenges in passing those courses. This paper presents results from an experimental study of an effort to redesign a set of core introductory online courses to include a set of technology tools and instructional practices designed to improve students' experiences in the online environment. Results from the study showed that treatment students were less likely to withdraw, and minority students, specifically, were more likely to pass the class and to persist to the next year of college.

Additional Information

The Internet and Higher Education, April, 100790.
Language: English
Date: 2021
Online learning, Community college: Technology, Community of Inquiry

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