Date of Award
Spring 2022
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Policy, Planning, and Administration
Committee Chairperson
David Backer, Ph.D.
Committee Member
Jocelyn Manigo, Ed.D.
Committee Member
Marie Bunner, Ed.D.
Abstract
Does virtual learning impact student engagement in developmental education? This convergent mixed methods study measures student experience and perceptions during one such bridge program forced online during the COVID-19 pandemic. Using the Online Student Engagement Scale (OSE), I measured students’ perceived engagement levels in the online course (Dixson, 2015). Drawing from self-reflecting journal entries and observations, I measured students’ experience of participation and engagement. Understood through Astin’s (1999) Theory of Student Involvement, the findings of this study showed high perceived and demonstrated engagement in the developmental reading and study skills course. In addition, students struggled with their perceived study skills and finding time to engage with their peers. These results suggest that students can engage in a virtual setting but need structure and time to complete the required work.
Recommended Citation
Machcinski, Kaitlyn, "Online Student Course Engagement in a Developmental Summer Bridge Program: A Mixed Methods Study" (2022). West Chester University Doctoral Projects. 146.
https://digitalcommons.wcupa.edu/all_doctoral/146