Adopting Online Learning in College Developmental Education Coursework: Impact on Course Persistence, Completion, and Subsequent Success

References

• Azevedo, R., Cromley, J. G., & Seibert, D (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. doi:10.1016/j.cedpsych.2003.09.002
   Web of Science ®Google Scholar
• Bahr, P. R. (2010). Preparing the underprepared: An analysis of racial disparities in postsecondary mathematics remediation. The Journal of Higher Education, 81(2), 209–237. doi:10.1080/00221546.2010.11779049
   Web of Science ®Google Scholar
• Boatman, A., & Long, B. T. (2018). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation. Educational Evaluation and Policy Analysis, 40(1), 29–58. doi:10.3102/0162373717715708
   Web of Science ®Google Scholar
• Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. doi:10.1080/01587919.2018.1520041
   Web of Science ®Google Scholar
• Brinkley, K. E. (2016). Learning to teach online: An investigation of the impacts of faculty development training on teaching effectiveness and attitudes toward online instruction. Retrieved from https://trace.tennessee.edu/utk_graddiss/4127/
   Google Scholar
• Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. doi:10.1016/j.iheduc.2015.04.007
   Web of Science ®Google Scholar
• Chen, X. (2016). Remedial coursetaking at US public 2-and 4-year institutions: Scope, experiences, and outcomes. statistical analysis report. NCES 2016-405. National Center for Education Statistics. Retrieved from https://files.eric.ed.gov/fulltext/ED568682.pdf
   Google Scholar
• Chen, X., & Simone, S. (2016). Remedial coursetaking at U.S. public 2- and 4-year institutions: Scope, experiences, and outcomes. statistical analysis report. NCES 2016-405. National Center for Education Statistics. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED568682&scope=site
   Google Scholar
• Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15(1), 24–33. doi:10.13187/ejced.2016.15.24
   Web of Science ®Google Scholar
• Grubb, W. N. (2013). Basic skills education in community colleges: Inside and outside of classrooms. Routledge. https://doi.org/10.4324/9780203094297
   Google Scholar
• Hart, C. M. D., Friedmann, E., & Hill, M. (2018). Online course-taking and student outcomes in california community colleges. Education Finance and Policy, 13(1), 42–71. doi:10.1162/EDFP
   Web of Science ®Google Scholar
• Jacob, B., Berger, D., Hart, C., & Loeb, S. (2016). Can technology help promote equality of educational opportunities? RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 242–271. doi:10.7758/RSF.2016.2.5.12
   Google Scholar
• Jaggars, S. S., & Bickerstaff, S. (2018). Developmental education: The evolution of research and reform. In Higher education: Handbook of theory and research, Cham: Springer. 469–503 Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-72490-4_10
   Google Scholar
• Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance? Computers & Education, 95, 270–284. doi:10.1016/j.compedu.2016.01.014
   Web of Science ®Google Scholar
• Johnson, H., & Mejia, M. C. (2014, May). Online learning and student outcomes in California’s Community Colleges. Public Policy Institute of CA, 20. Retrieved from www.ppic.org%0Awww.ppic.org
   Google Scholar
• Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18–33. doi:10.1016/j.compedu.2016.10.001
   Web of Science ®Google Scholar
• Kozakowski, W. (2019). Moving the classroom to the computer lab: Can online learning with in-person support improve outcomes in community colleges? Economics of Education Review, 70, 159–172. doi:10.1016/j.econedurev.2019.03.004
   Web of Science ®Google Scholar
• Lee, E., Pate, J. A., & Cozart, D. (2015). Autonomy support for online students. TechTrends, 59(4), 54–61. doi:10.1007/s11528-015-0871-9
   Web of Science ®Google Scholar
• Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. doi:10.1016/j.compedu.2020.104009
   PubMed Web of Science ®Google Scholar
• Pagliari, L., Batts, D., & McFadden, C. C. (2009). Desired versus actual training for online instructors in community colleges. Retrieved from http://hdl.handle.net/10342/2176
   Google Scholar
• Scott-Clayton, J., & Rodriguez, O. (2015). Development, discouragement, or diversion? New evidence on the effects of college remediation policy. Education Finance and Policy, 10(1), 4–45. doi:10.1162/EDFP_a_00150
   Web of Science ®Google Scholar
• Tang, Y., & Tseng, H. W. (2013). Distance learners’ self-efficacy and information literacy skills. The Journal of Academic Librarianship, 39(6), 517–521. doi:10.1016/j.acalib.2013.08.008
   Web of Science ®Google Scholar
• U.S. Department of Education (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
   Google Scholar
• Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. doi:10.1080/01587919.2013.835779
   Web of Science ®Google Scholar
• Xu, D., & Jaggars, S. S. (2011). The effectiveness of distance education across Virginia’s community colleges: Evidence from introductory college-level math and English courses. Educational Evaluation and Policy Analysis, 33(3), 360–377. doi:10.3102/0162373711413814
   Web of Science ®Google Scholar
• Xu, D., & Jaggars, S. S. (2013). The impact of online learning on students’ course outcomes: Evidence from a large community and technical college system. Economics of Education Review, 37, 46–57. doi:10.1016/j.econedurev.2013.08.001
   Web of Science ®Google Scholar
• Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. doi:10.1080/00221546.2014.11777343
   Web of Science ®Google Scholar
• Xu, D., & Xu, Y. (2019). The promises and limits of online higher education: Understanding how distance education affects access, cost, and quality. American Enterprise Institute, Washington, Viewed 28 Aug 2019. Retrieved from http://www.aei.org/publication/the-promises-and-limits-of-online-higher-education/
   Google Scholar