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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Higher Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Rogan, Shauna, "Engagement in Online Math Courses: An Exploration into Success Rates of Professors Who Use Engagement Tools in Online Learning" (2022). Electronic Theses and Dissertations, 2020-. 1085.
Restricted to the UCF community until May 2022; it will then be open access.