EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Jenna W. Kramer is an associate policy research at the RAND Corporation. Her research focuses on institutional and governmental interventions that facilitate college transition and success.
Stephany Cuevas Chapman University United States
Stephany Cuevas an Assistant Professor of Education at Chapman University. Her research focuses on family engagement in students’ higher education access and success.
Angela Boatman Boston College United States
Angela Boatman is an Associate Professor of Higher Education at Boston College. Her research focuses on the evaluation of college access and completion policies, particularly in the areas of remediation, financial aid, and community college student success.
Faculty attitudes toward technology-driven instruction in developmental mathematics
Jenna W. Kramer, Stephany Cuevas, Angela Boatman
Abstract
Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework (Bickerstaff et al., 2016). In this phenomenological study, we investigate how faculty perceive and respond to a mandated, technology-driven instructional model for developmental math coursework at public colleges in Tennessee. Through interviews with faculty members across four colleges, we find that many faculty agreed that technology helped them to better track student performance, provide more targeted assistance, and communicate directly with students. Faculty also expressed concerns that technology provides the opportunity or temptation to game the system, interfering with true learning, and that students with the greatest needs may not be well served by the instructional model. We draw policy implications related to the role of educators in the development and implementation of curricular policy, provision and requirements for ongoing professional development, and postsecondary learning accountability.
Keywords
educational policy; remedial education; remedial mathematics; college faculty; computer assisted instruction; qualitative research
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