Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics
Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experience...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Minnesota Libraries Publishing
2020-05-01
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| Series: | Journal of College Orientation, Transition, and Retention |
| Online Access: | https://pubs.lib.umn.edu/index.php/jcotr/article/view/2442 |
| Summary: | Educational research has explored the influence of first-year seminars, online course delivery, and developmental coursework on first-year student success, yet there is limited research on how these educational components intersect. A collective case study approach was used to explore the experiences of students enrolled in an online first-year seminar that was paired with a developmental mathematics course. Students reported different motivating factors and expectations for enrolling in the course, yet all expressed a desire to improve their academic performance and confidence. These results help to inform how delivery of an online FYS can support the goals of students and institutions. |
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| ISSN: | 1534-2263 2690-4535 |