The Lived Experience of Students at a Western Community College in High-risk Online Courses

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ISBN 13 : 9781321896305
Total Pages : 154 pages
Book Rating : 4.8/5 (963 download)

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Book Synopsis The Lived Experience of Students at a Western Community College in High-risk Online Courses by : Catherine G. Marine

Download or read book The Lived Experience of Students at a Western Community College in High-risk Online Courses written by Catherine G. Marine and published by . This book was released on 2015 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online courses are not new, but they are the newest form of course delivery in the distance education arena. Both four and two year institutions are offering online courses at an increasing rate. However, community colleges are increasingly utilizing online courses to accomplish their historical mission of providing open access and a comprehensive curriculum to their diverse population. More so than the four year college or university, the community college population consists of a variety of ethnic, gender, age, and college preparation students. There are also the factors of the nontraditional student having dependents and job responsibilities in their lives. For the reasons above, the community college students utilize the online courses for on campus as well as distance education. However, students nationwide are dropping, withdrawing, and failing their online courses. As the institutions offer more and more online courses in more and more areas, faculty are trying to determine why student retention is an issue. The issue seems especially prevalent in what are determined to be high-risk online courses: those with at least a 30% drop, withdraw, or failure rate. Studies have been done in a variety of areas of the country. The western part of the country has not been studied, and thus, this study addresses retention in high-risk online courses in a western community college. To effectively address the issue of retention in these courses in this area, a phenomenological 1 study was done, focusing on Robbins Community College in the Rocky Mountain area. Nine participants were interviewed regarding their success in their high-risk course and what their lived experience was. They were also queried as to what they felt the opportunities and obstacles were to that success. Multiple themes emerged, many dealing with the participants' motivation, technical background, and self-esteem, as well as the instructor and support influences on participant success. The variety of themes became puzzle pieces that when looked at as a whole created a picture that could be connected with the other puzzles provided by the previous studies in other areas of the country. A study does need to be done in the costal west of the country. There are multiple rural areas that utilize community college online courses to educate their populations as well as extremely urban areas with diverse populations. Combining the results and experiences of multiple studies can assist in the future success of online students.

The Lived Experience of Community College Students Enrolled in High Risk Online Courses

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ISBN 13 :
Total Pages : 576 pages
Book Rating : 4.:/5 (182 download)

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Book Synopsis The Lived Experience of Community College Students Enrolled in High Risk Online Courses by : Cynthia S. Bambara

Download or read book The Lived Experience of Community College Students Enrolled in High Risk Online Courses written by Cynthia S. Bambara and published by . This book was released on 2007 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored the lived experience of community college students who were enrolled in a high risk online course (HRC). This phenomenon was examined through data collection in personal interviews with 13 students enrolled in four online coursess with high rates of withdrawal or failure during five semesters from spring 2005 through summer 2006.

An In-depth Examination of the First-hand Accounts of Community College Studies Enrolled in High Risk Online Courses

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ISBN 13 :
Total Pages : 115 pages
Book Rating : 4.6/5 (846 download)

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Book Synopsis An In-depth Examination of the First-hand Accounts of Community College Studies Enrolled in High Risk Online Courses by : Joshua R. Imes

Download or read book An In-depth Examination of the First-hand Accounts of Community College Studies Enrolled in High Risk Online Courses written by Joshua R. Imes and published by . This book was released on 2018 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined community college students enrolled in online high-risk courses. Utilizing the method of phenomenology, this study investigated the lived experience of the participants, as well as the advantages and barriers associated with enrollment within the online high-risk courses. In-depth interviews were conducted with 13 participants who gave first-hand accounts of their experiences over the summer terms of 2018. The participants were students at a North-eastern urban community college who were enrolled in distance learning courses with a high rate of student withdrawal or failure. The four high-risk courses referenced in this study were: Accounting 101, English 101, Math 103 and Astronomy 103. In this study, I reviewed the history of the community college and its mission to open access. I identified articles that highlighted distance learning courses, as well as high-risk courses, and the differentiated barriers to the educational process. I recognized the lack of information pertaining to the examination of the student experience in regards to online high-risk courses. Throughout my study, four themes emerged from the in-depth interviews with the participants that described the overall experience of the students. Those themes were: Possession, Educational Opposition, Seclusion, and Submission. Interwoven among these four themes were detailed descriptions of ways that the participants survived or surrendered to the high- risk courses. In addition to defining the experience, the four major themes of this study also framed the advantages and barriers associated with online high-risk courses. I concluded this study by providing recommendations for future practice and research.

Teaching and Learning Mathematics Online

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Publisher : CRC Press
ISBN 13 : 1351245562
Total Pages : 347 pages
Book Rating : 4.3/5 (512 download)

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Book Synopsis Teaching and Learning Mathematics Online by : James P. Howard, II

Download or read book Teaching and Learning Mathematics Online written by James P. Howard, II and published by CRC Press. This book was released on 2020-05-10 with total page 347 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses

Student Engagement Online: What Works and Why

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Publisher : John Wiley & Sons
ISBN 13 : 1119000769
Total Pages : 144 pages
Book Rating : 4.1/5 (19 download)

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Book Synopsis Student Engagement Online: What Works and Why by : Katrina A. Meyer

Download or read book Student Engagement Online: What Works and Why written by Katrina A. Meyer and published by John Wiley & Sons. This book was released on 2014-12-04 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: What makes online learning engaging to students? Engagement depends upon designing learning that is active and collaborative, authentic and experiential, constructive and transformative. While students and instructors can inadvertently act in several ways to decrease student engagement in online coursework, research indicates a range of options that have been proven to engage students in their online courses. This report explores the learning theories, pedagogies, and active learning options that encourage student engagement, push them to think more deeply, and teach them how to learn. It guides instructors on how to evaluate the effectiveness of technological and software tools, and to evaluate and assess the activities, learning, and retention occurring in their online classes. Finally, it will help instructors find inspiration for engagement from the face-to-face settings that can be translated into the online environment. This is the 6th issue of the 40th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Retention of Community College Students in Online Courses

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ISBN 13 :
Total Pages : 108 pages
Book Rating : 4.:/5 (945 download)

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Book Synopsis Retention of Community College Students in Online Courses by : Sarah Krajewski

Download or read book Retention of Community College Students in Online Courses written by Sarah Krajewski and published by . This book was released on 2015 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The First Year of College

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Publisher : Cambridge University Press
ISBN 13 : 110717628X
Total Pages : 367 pages
Book Rating : 4.1/5 (71 download)

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Book Synopsis The First Year of College by : Robert S. Feldman

Download or read book The First Year of College written by Robert S. Feldman and published by Cambridge University Press. This book was released on 2018 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.

Dissertation Abstracts International

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ISBN 13 :
Total Pages : 564 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

On-campus and Online

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ISBN 13 :
Total Pages : 594 pages
Book Rating : 4.:/5 (92 download)

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Book Synopsis On-campus and Online by : Jeffrey Robert Mayo

Download or read book On-campus and Online written by Jeffrey Robert Mayo and published by . This book was released on 2015 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online education's potential to "scale-up" the traditional lecture-based, face-to-face course while maintaining or improving the quality of instruction attracts the attention of university administrators, faculty, and policymakers interested in opening access to higher education and expanding access to faculty experts. However, previous research has focused on distance education and not online education offered through campus-based institutions. As such, this dissertation used a qualitative, phenomenological approach to examine the lived experiences of students enrolled in online courses offered through a major research university (MRU). This study employed student engagement and developmental ecology theories to present the perspectives of 11 students through the analysis of student interviews, journals, and questionnaires; course syllabi; and faculty interviews. The significance of this study lies in its capacity to capture student perceptions and behaviors to better understand how online courses, and specific components of such courses, promote or discourage undergraduate student engagement in the modern research university. The interview and journal data indicated that online courses have the capacity to promote active and collaborative learning, academically challenge students, and contribute to a supportive campus environment at an MRU. Students related an enhanced sense of being independent and responsible for their own learning to online courses' physical and transactional distance. Further, they considered anonymity as crucial to honest interactions with peers and teaching assistants and strengthened their commitment to one another. With regard to student-faculty interactions, students in the synchronous courses tended to form meaningful connections with faculty through intimate, face-to-face interactions rather than through online activities. The study also found that the perception held by some students that online courses equate to an "easy 'A'" and mandated course enrollment negatively influenced participants' investment of time and effort in their online courses. Given these findings, this dissertation calls for instructors and policymakers at major research universities to integrate key online and face-to-face components into online course designs and dedicate the necessary resources to engage students across the physical and transactional gap. For their part, students may consider how settings beget certain behaviors in their selection of physical workspaces and strategically utilize in- and out-of-class activities as active and collaborative learners.

Online Dual-enrollment Student Experience

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ISBN 13 :
Total Pages : 544 pages
Book Rating : 4.:/5 (922 download)

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Book Synopsis Online Dual-enrollment Student Experience by : Paula D. Wallace

Download or read book Online Dual-enrollment Student Experience written by Paula D. Wallace and published by . This book was released on 2015 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual-enrollment is an educational learning modality where high school students take a college course simultaneously earning credit at both the high school and college level. The nature of the environment must be chronicled and analyzed to find out what is happening. This qualitative study was designed to research New Mexico students who take dual-enrollment courses online from a rural community college. The purpose was to understand what these students were experiencing. Ten former online dual-enrollment students participated in this phenomenological mode of inquiry. Seidman's (2006) in-depth interviewing approach was used to interview the participants. A questionnaire was also utilized to determine the demographic information of the study group. In-depth interviewing consists of engaging in three ninety-minute interviews with each participant. For this study, the three research questions were the topics for each interview. The questions were: (1) How is it that you came to be an online dual-enrollment student at your college? (2) What was it like to be an online dual-enrollment student at your college? (3) What does it mean to have been an online dual enrollment student at your college? Per the Seidman (2006) approach, profiles of each participant were crafted in order to share the interviewing data. Data analysis and interpretation revealed common themes the participants experienced. The themes included parental involvement in school, familial influence on college attendance, student and parental inclusion in the decision, convenience for sports and work, persistence and acceleration through college, financial benefit to family, and spreading the word. This study tells the stories of the participants. It gives insight into their experiences and allows for further understanding of the phenomenon of online dual-enrollment learning. The results expose opportunities for future research at the federal, state and local levels of education.

Dropping Out of Computer Science

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ISBN 13 :
Total Pages : 278 pages
Book Rating : 4.:/5 (9 download)

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Book Synopsis Dropping Out of Computer Science by : Daniel H. Gilbert-Valencia

Download or read book Dropping Out of Computer Science written by Daniel H. Gilbert-Valencia and published by . This book was released on 2014 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: California community colleges contribute alarmingly few computer science degree or certificate earners. While the literature shows clear K-12 impediments to CS matriculation in higher education, very little is known about the experiences of those who overcome initial impediments to CS yet do not persist through to program completion. This phenomenological study explores insights into that specific experience by interviewing underrepresented, low income, first-generation college students who began community college intending to transfer to 4-year institutions majoring in CS but switched to another field and remain enrolled or graduated. This study explores the lived experiences of students facing barriers, their avenues for developing interest in CS, and the persistence support systems they encountered, specifically looking at how students constructed their academic choice from these experiences. The growing diversity within California's population necessitates that experiences specific to underrepresented students be considered as part of this exploration. Ten semi-structured interviews and observations were conducted, transcribed and coded. Artifacts supporting student experiences were also collected. Data was analyzed through a social-constructivist lens to provide insight into experiences and how they can be navigated to create actionable strategies for community college computer science departments wishing to increase student success. Three major themes emerged from this research: (1) students shared pre-college characteristics; (2) faced similar challenges in college CS courses; and (3) shared similar reactions to the "work" of computer science. Results of the study included (1) CS interest development hinged on computer ownership in the home; (2) participants shared characteristics that were ideal for college success but not CS success; and (3) encounters in CS departments produced unique challenges for participants. Though CS interest was and remains abundant, opportunities for learning programming skills before college were non-existent and there were few opportunities in college to build skills or establish a peer support networks. Recommendations for institutional leaders and further research are also provided.

"I'm Not Going Through this Alone"

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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)

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Book Synopsis "I'm Not Going Through this Alone" by : Marianne Ruggles Niese

Download or read book "I'm Not Going Through this Alone" written by Marianne Ruggles Niese and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the experiences of community college students in recovery, including their experience with a Collegiate Recovery Program (CRP). Collegiate recovery programs have been on college campuses in the United States for decades, with the first CRP dating back to 1977 at Brown University (Pennelle, 2019). Of the 138 CRP members reported by the Association of Recovery in Higher Education in 2019, only 13 of them were community colleges (ARHE, 2019b, p. 7-9). Despite roughly 35% of undergraduates in the U.S. attending community colleges (NCES, 2018), very few community colleges have a verifiable CRP in operation (TYR, 2016; ARHE, 2019b). Transforming Youth Recovery (2016) suggests that it would be beneficial to further our understanding of the role that community colleges can play beyond academics, and specifically TYR believes that "community colleges appear to be ideally suited to help support the enrichment of students in recovery" (p. 7). Despite the need and clear benefits, recovery support is largely missing on community college campuses. This gap stems primarily from the infrastructure of student support, with many community colleges reporting a desire to strengthen their student services but insufficient funding to do so (TYR, 2016, p. 27). Institutions may benefit from examining their existing student support systems prior to implementing a CRP. Because most models for CRPs come from residential, four-year institutions, they may not work well in community college settings without adaptation. Not only are CRPs uncommon on many community college campuses, but also the literature on CRPs is primarily focused on residential colleges and universities. Brown, Ashford, Heller, Whitney, and Kimball (2018) completed a literature review on CRPs spanning from 1998-2017 and noted that existing research on CRPs is "limited in scope" (p. 9), and of the 25 studies included in their review, none of them focused on the community college population. This gap in the literature leaves out the voices of community college students in recovery, and it can create difficulties when community colleges want to implement a CRP, as most of the guidance available is focused on residential, four-year institutions. The sample for this study was selected purposively, using gatekeepers at two selected community colleges who acted as referrals (Smith, Flowers, & Larkin, 2012, p.48). This study included semi-structured interviews from participants focusing on their experiences and perspectives. Each participant was interviewed via Zoom with the opportunity for follow-up. All participants were from a community college with an active Collegiate Recovery Program.

InTASC Model Core Teaching Standards

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Publisher :
ISBN 13 : 9781461133575
Total Pages : 26 pages
Book Rating : 4.1/5 (335 download)

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Book Synopsis InTASC Model Core Teaching Standards by : The Council of Chief State School Officers

Download or read book InTASC Model Core Teaching Standards written by The Council of Chief State School Officers and published by . This book was released on 2011-05-31 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: These new model core teaching standards outline what all teachers across all content and grade levels should know and be able to do to be effective in today's learning contexts. They are a revision of the 1992 model standards, in response to the need for a new vision of teaching to meet the needs of next generation learners. This document incorporates changes from a public feedback period in July 2010.

Resources in Education

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ISBN 13 :
Total Pages : 836 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:

White Awareness

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Publisher : University of Oklahoma Press
ISBN 13 : 9780806114668
Total Pages : 228 pages
Book Rating : 4.1/5 (146 download)

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Book Synopsis White Awareness by : Judy H. Katz

Download or read book White Awareness written by Judy H. Katz and published by University of Oklahoma Press. This book was released on 1978 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stage 1.

Student Success in College

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Publisher : John Wiley & Sons
ISBN 13 : 1118046854
Total Pages : 422 pages
Book Rating : 4.1/5 (18 download)

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Book Synopsis Student Success in College by : George D. Kuh

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Emerging Risk?

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ISBN 13 :
Total Pages : 248 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Emerging Risk? by : United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions

Download or read book Emerging Risk? written by United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: