A new first-year experience: How the COVID-19 classroom fosters social integration and affects first-year students’ perceived persistence to degree completion

A new first-year experience: How the COVID-19 classroom fosters social integration and affects first-year students’ perceived persistence to degree completion

Bibliographic Details
Main Author:	Morris, Grace A.
Language:	English
Published:	Kent State University / OhioLINK 2021
Subjects:	Communication Higher Education Tinto’s interactionalist theoretical framework social integration persistence interactions in the classroom
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=kent1628173240320351

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