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Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study = = Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study =/
其他題名:	Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos.
作者:	Agar, Rebekah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28264830
ISBN:	9798557083065

Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study = = Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos.
Agar, Rebekah.

Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study =Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 125 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ed.D.)--Drexel University, 2020.

This item must not be sold to any third party vendors.

Prior research has shown that adult learners who are non-traditional (NT) college students come to college with different needs, desires, and goals than traditional college students. The problem is that community college educators need to better understand the needs of the changing population of the student body to equitably and effectively serve them. One effect of the problem is that NT student retention and degree attainment rates are lower than those of traditional students. The purpose of this mixed-methods study was to explore the experiences of NT community college students taking self-paced computer-based developmental mathematics classes. The following research questions guided the study: (1) What does it mean to NT students to be placed into the developmental mathematics population of community college students? (2) What are NT students' perceptions of their engagement with the developmental mathematics course learning software? (3) What are the NT students' perceptions of their engagement with their community college developmental mathematics instructors? The researcher analyzed data from 66 student survey responses and 10 semi-structured interviews with students and identified three themes: (a) NT identity; (b) the need for human support; and (c) software as tool. The researcher concluded that: (a) NT students are negatively affected by their time spent away from high school and mathematics content; (b) NT students perceived that timely access to their instructor was important to their success; and (c) NT students liked using the computer software and found it to be user-friendly. The researcher offered recommendations for instructional design, for community college administrators, and for developmental mathematics instructors.

ISBN: 9798557083065Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Adult education

Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study = = Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos.
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100 1 $a Agar, Rebekah. $0 (orcid)0000-0002-6696-3067 $3 3685440
245 1 0 $a Experiences of Non-traditional Students in a Self-Paced, Computer-Based Developmental Mathematics Course at a Community College: A Mixed Methods Study = $b Experiencias de estudiantes no tradicionales en un curso de matematicas del desarrollo basado en computadora a su propio ritmo en una universidad comunitario: Un estudio de metodos mixtos.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 125 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
500 $a Advisor: Hill, Deanna.
502 $a Thesis (Ed.D.)--Drexel University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Prior research has shown that adult learners who are non-traditional (NT) college students come to college with different needs, desires, and goals than traditional college students. The problem is that community college educators need to better understand the needs of the changing population of the student body to equitably and effectively serve them. One effect of the problem is that NT student retention and degree attainment rates are lower than those of traditional students. The purpose of this mixed-methods study was to explore the experiences of NT community college students taking self-paced computer-based developmental mathematics classes. The following research questions guided the study: (1) What does it mean to NT students to be placed into the developmental mathematics population of community college students? (2) What are NT students' perceptions of their engagement with the developmental mathematics course learning software? (3) What are the NT students' perceptions of their engagement with their community college developmental mathematics instructors? The researcher analyzed data from 66 student survey responses and 10 semi-structured interviews with students and identified three themes: (a) NT identity; (b) the need for human support; and (c) software as tool. The researcher concluded that: (a) NT students are negatively affected by their time spent away from high school and mathematics content; (b) NT students perceived that timely access to their instructor was important to their success; and (c) NT students liked using the computer software and found it to be user-friendly. The researcher offered recommendations for instructional design, for community college administrators, and for developmental mathematics instructors.
520 $a Investigaciones anteriores han demostrado que los estudiantes adultos que son estudiantes universitarios no tradicionales (NT) llegan a la universidad con necesidades, deseos y objetivos diferentes a los de los estudiantes universitarios tradicionales. El problema es que los educadores de los colegios comunitarios necesitan comprender mejor las necesidades de la poblacion cambiante del cuerpo estudiantil para atenderlos de manera equitativa y eficaz. Un efecto del problema es que las tasas de retencion y obtencion de titulos de los estudiantes NT son mas bajas que las de los estudiantes tradicionales. El proposito de este estudio de metodos mixtos fue explorar las experiencias de los estudiantes de colegios comunitarios de NT que toman clases de matematicas de desarrollo basadas en computadora a su propio ritmo. Las siguientes preguntas de investigacion guiaron el estudio: (1) ¿Que significa para los estudiantes del NT ser colocados en la poblacion de desarrollo matematico de estudiantes de colegios comunitarios? (2) ¿Cuales son las percepciones de los estudiantes de NT sobre su compromiso con el software de aprendizaje del curso de matematicas de desarrollo? (3) ¿Cuales son las percepciones de los estudiantes de NT sobre su compromiso con los instructores de matematicas del desarrollo de sus colegios comunitarios? El investigador analizo datos de 66 respuestas a encuestas de estudiantes y 10 entrevistas semiestructuradas con estudiantes e identifico tres temas: (a) identidad NT; (b) la necesidad de apoyo humano; y (c) software como herramienta. El investigador concluyo que: (a) los estudiantes NT se ven afectados negativamente por el tiempo que pasan fuera de la escuela secundaria y del contenido de matematicas; (b) los estudiantes de NT percibieron que el acceso oportuno a su instructor era importante para su exito; y (c) a los estudiantes de NT les gusto usar el software de computadora y lo encontraron facil de usar. El investigador ofrecio recomendaciones para el diseno instruccional, para administradores de colegios comunitarios y para instructores de matematicas del desarrollo.Palabras clave: estudiantes no tradicionales, educacion de adultos, matematicas del desarrollo, colegio comunitario, exito de los estudiantes, aprendizaje basado en computadoras.
590 $a School code: 0065.
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710 2 $a Drexel University. $b Educational Leadership and Management (School of Education). $3 2092485
773 0 $t Dissertations Abstracts International $g 82-07A.
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792 $a 2020
793 $a English
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