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Title: Rethinking academic support: Improving the academic outcomes of students in high-risk STEM courses with synchronous videoconferencing
Authors: Rennar-Potacco, Donna
Orellana, Anymir
Chen, Peter
Salazar, Andres
Keywords: Online Tutoring;Distance Education;Online Academic Support;Synchronous Videoconferencing;Online Support Services;Retention;Academic Performance;Academic Outcomes;Academic Support
Issue Date: 2016
Publisher: SAGE
Citation: Rennar-Potacco, D. R., Orellana, A., Chen, P, & Salazar, A. (2016). Rethinking academic support: Improving the outcomes of students in high-risk STEM courses with synchronous videoconferencing. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1-20.
Abstract: 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.
ISSN: 1541-4167
Appears in Collections:Academic Support

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