"The Impact of Course Delivery Format on Developmental Education: Course Persistence, Completion, and Subsequent Success"
American Educational Research Association (AERA) Annual Meeting
Theme: Leveraging Educational Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
April 5-9, 2019
Title: The Impact of Course Delivery Format on Developmental Education: Course Persistence, Completion, and Subsequent Success (Paper)
Roundtable Session: Classroom Contexts and Student Impacts
Authors: Xuehan Zhou, Di Xu, Florence Xiaotao Ran
Abstract: With advances in online instructional technology, web-based instruction is considered a way to alleviate remediation burdens. Based on a large administrative data from all the public two-year institutions in a state, our study examines the impacts of course delivery format in developmental coursework on developmental education outcomes, as well as subsequent enrollment and performance in college-level coursework. Based on a two-way fixed effects model that controls for both student-level and course-level soring, our results indicate that the learning outcomes of developmental education students are substantially compromised when the developmental education is delivered online. The results also indicate that students who took their course online in a specific subject are significantly less likely to complete the gatekeeper course in that subject.
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