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An Examination of Differences in Self-Efficacy in Live Online and Traditional Online Mathematics Courses
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Shannon Bishop; Susan Troncoso Skidmore; Linda Reichwein Zientek – Community College Enterprise, 2025
This study examined community college students' mathematics and academic self-efficacy in synchronous live online and asynchronous traditional online learning environments. Additionally, students' self-efficacy as it related to students' feelings of choice and preference regarding course modality was examined. This study took place during the…
Descriptors: College Students, Self Efficacy, Mathematics Instruction, Online Courses
Synchronous vs Asynchronous Delivery in Online Introductory English Composition Courses
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Farmer, LeAnne Christel Victoria – ProQuest LLC, 2023
The purpose of this quantitative, ex post facto study was to determine if there was a significant difference in course pass and withdrawal rates between online community college synchronous and asynchronous introductory English composition (IEC) courses. The community of inquiry provided the theoretical foundation for the study. The research…
Descriptors: Synchronous Communication, Asynchronous Communication, Electronic Learning, Online Courses
Flipped Teaching Eased the Transition to Online Learning of College Students in STEM Courses during COVID-19
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Sinan Onal; Carolyn Butts-Wilsmeyer; Charles Serrano; Paige Dickey; Georgia Bracey; Lynn Bartells; Sharon Locke; Chaya Gopalan; Julie Fickas – International Journal of Teaching and Learning in Higher Education, 2023
Following COVID-19, teaching was abruptly shifted from a live to a virtual format, posing a challenge to both students and faculty. There is a need to employ alternatives, emphasizing targeting the factors that suit Generation Z students for effective learning while maintaining social distancing. Understanding students' perceptions about the…
Descriptors: Flipped Classroom, Distance Education, STEM Education, Undergraduate Students
L2 Learning in Half the Time? A Comparative Study of Modality and Session Length in First-Semester Japanese and Spanish
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Vanessa Georgette Lazo – Journal of Second Language Acquisition and Teaching, 2025
This study explores the impact of instructional modality and session length on student success and retention in first-semester Japanese and Spanish language courses at a large urban community college. The research analyzed pre- and post-tests, final grades, and retention rates across multiple academic terms, including standard 16-week and…
Descriptors: Second Language Learning, Japanese, Spanish, Community College Students
An Examination of Self-Efficacy in Mathematics Courses Taught in Nontraditional Modalities during a Pandemic
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Shannon L. Bishop – ProQuest LLC, 2022
Three studies concerning mathematics courses taught in nontraditional modalities at Chandler-Gilbert Community College (CGCC) during a pandemic provide a glimpse into students' self-efficacy in nontraditional modalities. The first article is a descriptive study related to teaching a hybrid modality algebra course during the pandemic. Best…
Descriptors: Self Efficacy, Mathematics Education, Pandemics, COVID-19
Universal Design for Learning in Higher Education: Creating Opportunities for Success
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Cusick, Jennie Morrell – ProQuest LLC, 2023
The purpose of this Executive Position Paper was to research how to design an online, synchronous, asynchronous, or face-to-face training program for higher education instructors to serve the needs of a diverse student population of emergent learners, specifically in the community college sector. The subsequent research resulted in a faculty…
Descriptors: Access to Education, Teaching Methods, Learning Strategies, Learning Motivation