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Kellen, Katherine; Antonenko, Pavlo – Journal of Computing in Higher Education, 2018
This study addressed some of the challenges of supporting self-regulated learning in community college online English composition. This course used a flexible learning design, providing a choice of procedural scaffolds to support self-regulation of learning tasks by students. The purpose of this study was to determine the relationship between the…
Descriptors: Scaffolding (Teaching Technique), Interaction, Independent Study, Community Colleges
Canning, Elizabeth A.; Priniski, Stacy J.; Harackiewicz, Judith M. – Grantee Submission, 2019
Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized…
Descriptors: Two Year Colleges, Intervention, Comparative Analysis, Psychological Patterns
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Jaafar, Reem; Boumlik, Habiba; Alberts, Ian – Cogent Education, 2018
Writing, a critical pedagogical tool, cultivates student learning and fosters deeper understanding of the material. When frequent, low-stakes (informal) writing activities help students write more freely, engage with the material and thus become active learners. Looking at students who are at opposite ends of a community college spectrum, this…
Descriptors: Community Colleges, Two Year College Students, First Year Seminars, Curriculum
Eakes, Kevin – ProQuest LLC, 2009
The purpose of this study was to investigate whether differences exist with regard to music achievement, music self-concept, or student course satisfaction among students enrolled in four different sections of an undergraduate music appreciation course taught from chronological or sociocultural approaches in online or face-to-face formats.…
Descriptors: Music Appreciation, Music Education, Conventional Instruction, Synchronous Communication
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Olson, Carol Booth; Land, Robert; Anselmi, Thelma; AuBuchon, Charlie – Journal of Adolescent & Adult Literacy, 2010
Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in…
Descriptors: Writing Evaluation, Learning Strategies, Essays, Limited English Speaking