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ERIC Number: ED525857
Record Type: Non-Journal
Publication Date: 2010
Pages: 458
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-0741-5
Providing Access to Developmental Reading Courses at the Community College: An Evaluation of Three Presentation Modes
Phillips, Susan K.
ProQuest LLC, Ed.D. Dissertation, George Fox University
Rural community colleges often face the problem of having to cancel classes due to low enrollment. To eliminate this problem one western community college developed several presentation modes for College Reading I (CR1) to combine low-enrollment classes. This study was a program evaluation on non-equivalent groups to determine which presentation mode: Internet Protocol videoconferencing (IP video), Blended/hybrid, or multi-level face-to-face would be best for students in CR1 in terms of highest rating (academic success, retention, student attitude), costs, scheduling, benefits and challenges of each mode, teacher time and interaction. Data gathered were: final test scores, final grades, number of students who remained until the end of the term, student views on the survey, teacher time and observations, interviews from Human Resources, Budget and Finance, Scheduling and Media staff in relation to costs and scheduling. Stakeholders involved were the students, Academic Skills Associate Dean and Department Head, and Media Department staff. Findings for this evaluation revealed that IP video was highest in terms of overall rating, academic success, retention, and class grades at significant levels. This differed from the literature that felt presentation mode did not make a difference in regard to academic success, although the pedagogy and media attributes may have contributed to the higher rating. Since the IP video mode was a more visual, structured approach this may have been a benefit to more dependent students with poor time management skills. The blended mode came out highest in student attitude and interaction ratings as was expected from previous literature. These levels were not significant, however, and the blended mode was much lower in academic success and retention. The multi-level mode came out lowest in every area, especially for students at the higher reading level. Earlier findings on mixed-ability groups for younger students had also found this to be true. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A