This study used a statewide administrative dataset to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance.
This review of the postsecondary literature on online learning suggests that online coursework hinders progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how public policy and institutional practice could be changed to improve online learning.
This working paper investigates enrollment patterns and academic outcomes over five years in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004.
This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.
Dolores PerinRachel Hare BorkStephen T. PeverlyLinda H. MasonMegan Vaselewski
This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.
Davis JenkinsClive BelfieldCecilia SperoniShanna Smith JaggarsNikki Edgecombe
This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.
This study examines online course taking patterns among students in the Virginia Community College System, as well as retention and performance in online versus face-to-face courses, and subsequent educational outcomes.
This paper demonstrates that a close analysis of the studies of online learning included in a Department of Education meta-analysis reveals no trend in favor of the online course mode.
