NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1201691
Record Type: Journal
Publication Date: 2019-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1521-0251
Rethinking Academic Support: Improving the Academic Outcomes of Students in High-Risk STEM Courses with Synchronous Videoconferencing
Rennar-Potacco, Donna; Orellana, Anymir; Chen, Peter; Salazar, Andres
Journal of College Student Retention: Research, Theory & Practice, v20 n4 p455-474 Feb 2019
This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of "Cs or above" among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey