Content and Connections: Students' Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics. A CAPR Working Paper

Autor/inn/en	Boatman, Angela; Kramer, Jenna W.
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center; MDRC
Titel	Content and Connections: Students' Responses to a Hybrid Emporium Instructional Model in Developmental Mathematics. A CAPR Working Paper
Quelle	(2019), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Educational Technology; Mathematics Instruction; Computer Assisted Instruction; College Students; Developmental Studies Programs; Blended Learning; Instructional Materials; Acceleration (Education); Individualized Instruction; Educational Innovation; Power Structure; Teacher Student Relationship; Remedial Mathematics; Tennessee + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Collegestudent; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lehrmaterial; Lehrmittel; Acceleration; Beschleunigung; Individualisierender Unterricht; Instructional innovation; Bildungsinnovation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to technology-driven instruction, a logical concern on the part of faculty and administrators is the effect on the quality of the academic experience among students. Under a hybrid emporium model, students primarily receive instruction from a computer-based platform rather than from a faculty member delivering content in front of the classroom. This paper examines how students experience a newly adopted, hybrid emporium model for developmental math coursework. We conducted focus groups with students at six public colleges in Tennessee and find that students enrolled in hybrid emporium developmental math courses reported that the instructional model contributes to lowered barriers to math by increasing cognitive and social accessibility. In spite of prior academic challenges, students perceived math content and their faculty to be more accessible in the computer-driven model than in traditional lecture classes. We discuss these findings in light of recent research suggesting technology-driven instruction does not improve math performance. (As Provided).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01