Publications

This review of the postsecondary literature on online learning suggests that online coursework hinders progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how public policy and institutional practice could be changed to improve online learning.

This working paper investigates enrollment patterns and academic outcomes over five years in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004.

This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.

This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.

This study examines online course taking patterns among students in the Virginia Community College System, as well as retention and performance in online versus face-to-face courses, and subsequent educational outcomes.

This paper demonstrates that a close analysis of the studies of online learning included in a Department of Education meta-analysis reveals no trend in favor of the online course mode.

Relying on data from an in-depth study of 15 community colleges, this article explores online education through the lens of institutional theory.

This chapter discusses the challenge of aligning four necessary elements—instructor approach, student needs, curricular content, and instructional support—in the developmental classroom.

This publication identifies current organizational and instructional approaches to developmental education in community colleges and recommends a process by which colleges can make institutionally appropriate decisions to improve developmental education outcomes.