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Published
2020-05-12
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Feature Articles
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Copyright (c) 2020 Max Walling
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.
How to Cite
Student Experiences in an Online First-Year Seminar Paired with Remedial Mathematics
Max Walling
Sam Houston State University
Dana Van De Walker
Sam Houston State University
Kathleen Gilbert
Sam Houston State University
Matthew Olmstead
Sam Houston State University
Forrest Lane
Sam Houston State University
DOI: https://doi.org/10.24926/jcotr.v27i1.2442
Abstract
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.
