Exploratory Analysis of a Blended-Learning Course Redesign for Developmental Writers
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| Title: | Exploratory Analysis of a Blended-Learning Course Redesign for Developmental Writers |
|---|---|
| Language: | English |
| Authors: | Wilson, Douglas A., Dondlinger, Mary Jo, Parsons, Jacob L., Niu, Xiaoyue |
| Source: | Community College Journal of Research and Practice. 2018 42(1):32-48. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Two Year Colleges |
| Descriptors: | Community Colleges, Two Year College Students, Blended Learning, Curriculum Design, Developmental Studies Programs, Remedial Programs, Writing (Composition), Writing Improvement, Outcomes of Education, Quasiexperimental Design, School Holding Power, Writing Achievement, Urban Schools, Writing Tests, Student Placement, Scores, Data Analysis, Intervention, Pretests Posttests, Instructional Design, Educational Technology, Statistical Significance |
| DOI: | 10.1080/10668926.2016.1264898 |
| ISSN: | 1066-8926 |
| Abstract: | This quasiexperimental investigation describes the relative effects of a technology-driven course redesign on retention and achievement in a developmental writing program at a large, urban community college in the southwest United States. The new program focused on student learning and included online as well as face-to-face components that allowed students to complete the program in half the usual time in most cases. On average, students enrolled in the new program had lower placement test scores compared to students in the old program, but the gap was closed in the subsequent test and English course. Details of the redesign and challenges to conducting educational research and data analysis in community colleges are provided for other 2-year colleges considering course redesigns intended to impact student success. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2017 |
| Accession Number: | EJ1161021 |
| Database: | ERIC |
| Abstract: | This quasiexperimental investigation describes the relative effects of a technology-driven course redesign on retention and achievement in a developmental writing program at a large, urban community college in the southwest United States. The new program focused on student learning and included online as well as face-to-face components that allowed students to complete the program in half the usual time in most cases. On average, students enrolled in the new program had lower placement test scores compared to students in the old program, but the gap was closed in the subsequent test and English course. Details of the redesign and challenges to conducting educational research and data analysis in community colleges are provided for other 2-year colleges considering course redesigns intended to impact student success. |
|---|---|
| ISSN: | 1066-8926 |
| DOI: | 10.1080/10668926.2016.1264898 |
