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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
FullText Text:
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  Data: Exploratory Analysis of a Blended-Learning Course Redesign for Developmental Writers
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  Data: 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
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2017
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        Value: 10.1080/10668926.2016.1264898
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      – Text: English
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        PageCount: 17
        StartPage: 32
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      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Two Year College Students
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Curriculum Design
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      – SubjectFull: Developmental Studies Programs
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      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Quasiexperimental Design
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      – SubjectFull: School Holding Power
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      – SubjectFull: Educational Technology
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      – SubjectFull: Statistical Significance
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      – TitleFull: Exploratory Analysis of a Blended-Learning Course Redesign for Developmental Writers
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            NameFull: Parsons, Jacob L.
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