Abstract

As more college courses transition to hybrid and fully online models due to Covid-19, the classroom environment for higher education has changed and will continue to do so (Bonk, 2020). As online learning continues to grow, a challenge of not connecting with the instructor can be a concern. Success in the online classroom is possible for students who may feel they are alone in online learning (Holbeck & Hartman, 2018). With the right combination of engagement tools, student interaction with the curriculum, class, and professor result in a meaningful learning experience (Holbeck & Hartman, 2018). The history of online education, the challenges of teaching and learning in an online course as it relates to pass rates, and the tools used for engagement in online learning that result in success in an online math course will be discussed. The primary goal of this study is to compare the success rates of students that are taking online math courses in which professors use engagement tools with those that are in courses where engagement tools are not used. Another goal of the study is to track the amount of time that students spend in the course when engagement tools are used as opposed to when engagement tools are not used.

Notes

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Graduation Date

2022

Semester

Spring

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education

Format

application/pdf

Identifier

CFE0009056; DP0026389

URL

https://purls.library.ucf.edu/go/DP0026389

Language

English

Release Date

May 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Restricted to the UCF community until May 2022; it will then be open access.

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