Serving Students through Scheduling: Examining Course Modalities at a Two-Year Hispanic-Serving Institution

Carolyn Calhoon‐Dillahunt; Travis Margoni

doi:10.58680/tetyc2024522149

December 1, 2024Teaching English in the Two-Year College

Serving Students through Scheduling: Examining Course Modalities at a Two-Year Hispanic-Serving Institution

View at Publisher

Ask AI

Bookmark

Share

Key Points

Student success rates vary significantly across in-person, hybrid, and asynchronous online modalities.
Findings show a notable difference in preferences for course modalities among writing students, impacting departmental scheduling.
Research uses a comparative analysis of writing students’ preferences and success across different course delivery methods.
Results highlight the need for improved scheduling strategies to better serve diverse student populations.

Implication

Research analyzes course modalities' effects on student success in a Hispanic-serving institution, indicating scheduling improvements.

Abstract

This article shares findings from a research study on writing students’ preferences, needs, and success rates across in-person, hybrid, and asynchronous online modalities and the implications for department scheduling.

Discussion

No takes yet. Share an insight, caveat, or question.

Cite This Study

Calhoon‐Dillahunt et al. (2024) studied this question.

synapsesocial.com/papers/68c1e07554b1d3bfb60fcf98 https://doi.org/10.58680/tetyc2024522149

View at Publisher

Ask AI

Bookmark

Share

Serving Students through Scheduling: Examining Course Modalities at a Two-Year Hispanic-Serving Institution

Key Points

Implication

Abstract

Discussion

Cite This Study

Serving Students through Scheduling: Examining Course Modalities at a Two-Year Hispanic-Serving Institution

Key Points

Implication

Abstract

Discussion

Cite This Study

Keep reading

Keep reading