Search

To improve college students' achievement and success rate in the College Algebra course, a new program called Link2Success (L2S) was implemented in several sections of the course at the study's university. The program required students to increase their class time to six hours. Three of those hours were spent with certified tutors who helped students with the content preview and homework preparation. The purpose of this study was to investigate the effectiveness of the Link2Success program based on the achievement of College Algebra students. One College Algebra class with embedded L2S and one College Algebra class without L2S were randomly chosen and the grades of several assignments and exams were compared. A survey was given to L2S students to explore their experience and opinion about the program. Another survey was given to non-L2S students to find out if they felt that learning with an L2S program was beneficial to them and would have improved their grades. The results showed that L2S did not have a positive effect on the College Algebra students' achievement. However, L2S students felt more confident and rated the program highly where as non-L2S students felt they would have benefited from the program if it were implemented in their class.

The current phase of the survey study is intended to investigate college students' perception of instructor integrated use of mobile technology and its relationship with students' affinity for technology and class modes, using 2 years' data (2013 and 2015). Preliminary results with students' technology affinity, class modality, and year seem useful in predicting their perception of instructor-integrated use of mobile technology in the classroom. Of all, the more affinity for technology, the higher demand for the instructional use of mobile technology. Recommendations for researchers and practitioners are provided.

In this article, the authors first reviewed related literature on possible factors that influence learning between an online learning (OL) course format and a face-to-face (F2F) course format. The authors investigated OL and F2F learning perceptions and effectiveness of a graduate-level research methods course at a Hispanic-serving institution (HSI). Thirty-three graduate students who took the same introductory research methods course in different formats participated in this exploratory study. The authors conducted content analysis for qualitative data and exploratory data analysis, bivariate correlation analysis, and mean comparisons for quantitative data using SPSS. Similarities and differences between OL and F2F in a research methods course from HSI learners' perspectives were presented. Findings also revealed that perceived difficulty of coursework and perceived time involvement were important factors in delivering course content when designing either OL or F2F courses. Future directions, study limitations, and practical implications are discussed.

The purpose of this study was to evaluate the effectiveness of the synergetic approach to research education for graduate students in a Hispanic-Serving Institution (HSI). A group of cross-disciplinary faculty members developed a series of graduate-level research methods-related workshops for pre- and in-service teachers. The investigators conducted pre-post tests and survey methods to evaluate all the initiative's workshops. The findings indicated that student learning was increased and that the synergetic approach was effective.

In this article, the authors first reviewed related literature on possible factors that influence learning between an online learning (OL) course format and a face-to-face (F2F) course format. The authors investigated OL and F2F learning perceptions and effectiveness of a graduate-level research methods course at a Hispanic-serving institution (HSI). Thirty-three graduate students who took the same introductory research methods course in different formats participated in this exploratory study. The authors conducted content analysis for qualitative data and exploratory data analysis, bivariate correlation analysis, and mean comparisons for quantitative data using SPSS. Similarities and differences between OL and F2F in a research methods course from HSI learners’ perspectives were presented. Findings also revealed that perceived difficulty of coursework and perceived time involvement were important factors in delivering course content when designing either OL or F2F courses. Future directions, study limitations, and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Technology & Chinese Language Teaching is the property of Middle Tennessee State University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)