{"id":3283,"date":"2019-11-19T15:52:04","date_gmt":"2019-11-19T20:52:04","guid":{"rendered":"https:\/\/postsecondaryreadiness.org\/dev\/?p=3283"},"modified":"2020-12-09T10:58:58","modified_gmt":"2020-12-09T15:58:58","slug":"evidence-technology-centered-instruction","status":"publish","type":"post","link":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/","title":{"rendered":"Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges"},"content":{"rendered":"<p><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-1 nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-0 fusion_builder_column_2_3 2_3 fusion-two-third fusion-column-first\" style=\"width:66.666666666667%;width:calc(66.666666666667% - ( ( 4% ) * 0.66666666666667 ) );margin-right: 4%;margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><style type=\"text\/css\"><\/style><div class=\"fusion-title title fusion-title-1 fusion-sep-none fusion-title-text fusion-title-size-one\" style=\"margin-top:0px;margin-right:0px;margin-bottom:31px;margin-left:0px;\"><h1 class=\"title-heading-left\" style=\"margin:0;\">Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges<\/h1><\/div><div class=\"fusion-text fusion-text-1\"><h3>By Angela Boatman | November 2019<\/h3>\n<\/div><span class=\" fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img width=\"1024\" height=\"512\" alt=\"Anonymous students type in a computer lab\" title=\"boatman-impact-paper\" src=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png\" class=\"img-responsive wp-image-3287\" srcset=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper-200x100.png 200w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper-400x200.png 400w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper-600x300.png 600w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper-800x400.png 800w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png 1024w\" sizes=\"(max-width: 800px) 100vw, 1024px\" \/><\/span><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-separator fusion-full-width-sep\" style=\"margin-left: auto;margin-right: auto;margin-top:20px;width:100%;\"><\/div><div class=\"fusion-sep-clear\"><\/div><div class=\"fusion-text fusion-text-2\"><p>Under the hybrid emporium instructional model, students primarily learn content and skills at their own pace through a computer-based platform; during class time, faculty serve more as tutors facilitating individual learning rather than as traditional lecturers. This study evaluates the adoption of this technology-centered instructional model in developmental math courses at public two- and four-year colleges throughout Tennessee.<\/p>\n<p>Using a difference-in-differences analytical model to exploit variations in institutions\u2019 timelines in adopting the hybrid emporium model over nine years, the study finds that, for community college students, being assigned to a technology-centered developmental math course led to a lower pass rate in their first college-level math course, fewer credits earned over time, and a lower likelihood of earning an associate degree within six years, compared to students who were assigned to traditional developmental math courses.<\/p>\n<p>At four-year colleges, the adoption of this new instructional model resulted in a higher percentage of students passing their developmental math courses and thus spending fewer terms in developmental math. However, the pass rate in the first college-level math course of students assigned to hybrid emporium developmental math was lower than that of students assigned to traditional developmental math courses. The magnitude of the effects varied by gender, age, and ACT math score.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-1 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-last pageside publication-widget publication-pageside\" style=\"width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% ) * 0.33333333333333 ) );margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><div class=\"fusion-text fusion-text-3\"><h3>Download:<\/h3>\n<\/div><div class=\"fusion-align-block\"><style>.fusion-body .fusion-button.button-1 .fusion-button-text{color:#429492;text-transform:none;}.fusion-body .fusion-button.button-1 i{color:#429492;}.fusion-body .fusion-button.button-1{border-color:#429492;border-width:0 0 0 0;border-radius:0 0 0 0;background:#ffffff;}.fusion-body .fusion-button.button-1:hover .fusion-button-text,.fusion-body .fusion-button.button-1:hover i,.fusion-body .fusion-button.button-1:focus .fusion-button-text,.fusion-body .fusion-button.button-1:focus i,.fusion-body .fusion-button.button-1:active .fusion-button-text,.fusion-body .fusion-button.button-1:active i{color:#51afaa;}.fusion-body .fusion-button.button-1:hover,.fusion-body .fusion-button.button-1:active,.fusion-body .fusion-button.button-1:focus{border-color:#51afaa;border-width:0 0 0 0;background:#ffffff;}<\/style><a class=\"fusion-button button-flat fusion-button-default-size button-custom button-1 fusion-button-span-yes fusion-button-default-type sidebar-download\" target=\"_blank\" rel=\"noopener noreferrer\" href=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/12\/Boatman_Emporium-Model-Impact-Paper-12-20-19_final.pdf\"><i class=\"fa-file-alt fas button-icon-left\" aria-hidden=\"true\"><\/i><span class=\"fusion-button-text\">Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges<\/span><\/a><\/div><div class=\"fusion-widget-area fusion-widget-area-1 fusion-content-widget-area\"><style type=\"text\/css\">.fusion-widget-area-1 {padding:0px 0px 0px 0px;}.fusion-widget-area-1 .widget h4 {color:#333333;}.fusion-widget-area-1 .widget .heading h4 {color:#333333;}.fusion-widget-area-1 .widget h4 {font-size:13px;}.fusion-widget-area-1 .widget .heading h4 {font-size:13px;}<\/style><div id=\"text-14\" class=\"widget widget_text\">\t\t\t<div class=\"textwidget\"><h3><strong>Project:<\/strong><\/h3>\r\n<p style=\"font-size: 16px; margin-top: 15px;\"><a href=\"https:\/\/postsecondaryreadiness.org\/dev\/research\/projects\/supplemental-study-learning-technologies\/\" style=\"text-decoration: none;\">Supplemental Study: Exploration of the Use of Learning Technologies in Developmental Math<\/a><\/p><\/div>\n\t\t<\/div><div class=\"fusion-additional-widget-content\"><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-2 publication-highlights nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-2 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"margin-top:0px;margin-bottom:0px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><style type=\"text\/css\"><\/style><div class=\"fusion-title title fusion-title-2 fusion-title-text fusion-title-size-two\" style=\"margin-top:0px;margin-right:0px;margin-bottom:31px;margin-left:0px;\"><h2 class=\"title-heading-left\" style=\"margin:0;\">Key Findings<\/h2><span class=\"awb-title-spacer\"><\/span><div class=\"title-sep-container\"><div class=\"title-sep sep-single sep-solid\" style=\"border-color:#429492;\"><\/div><\/div><\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-3 publication-highlights nonhundred-percent-fullwidth non-hundred-percent-height-scrolling fusion-equal-height-columns\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-3 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-first\" style=\"width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% + 4% ) * 0.33333333333333 ) );margin-right: 4%;margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;border-width: 1px 1px 1px 1px;border-color:#d2d3d4;border-style:solid;padding: 15px 15px 15px 15px;\"><div class=\"fusion-fa-align-center\"><i class=\"fb-icon-element-1 fb-icon-element fontawesome-icon fa-chart-line fas circle-no\" style=\"font-size:60px;margin-bottom:10px;\"><\/i><\/div><style>i.fb-icon-element.fontawesome-icon.fb-icon-element-1{ color: #429492;}i.fb-icon-element.fontawesome-icon.fb-icon-element-1:hover { color: #429492;}<\/style><div class=\"fusion-text fusion-text-4\"><p>Assigning students to a hybrid emporium developmental math course did not change the developmental math pass rate at community colleges, but the rate at four-year colleges increased by 5.4 percentage points under the model.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-4 fusion_builder_column_1_3 1_3 fusion-one-third\" style=\"width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% + 4% ) * 0.33333333333333 ) );margin-right: 4%;margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;border-width: 1px 1px 1px 1px;border-color:#d2d3d4;border-style:solid;padding: 15px 15px 15px 15px;\"><div class=\"fusion-fa-align-center\"><i class=\"fb-icon-element-2 fb-icon-element fontawesome-icon fa-minus-circle fas circle-no\" style=\"font-size:60px;margin-bottom:10px;\"><\/i><\/div><style>i.fb-icon-element.fontawesome-icon.fb-icon-element-2{ color: #429492;}i.fb-icon-element.fontawesome-icon.fb-icon-element-2:hover { color: #429492;}<\/style><div class=\"fusion-text fusion-text-5\"><p>At community colleges, the pass rate in the first college-level course was 5.7 percentage points lower for those assigned to a hybrid emporium developmental math course rather than a traditional developmental course.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-5 fusion_builder_column_1_3 1_3 fusion-one-third fusion-column-last\" style=\"width:33.333333333333%;width:calc(33.333333333333% - ( ( 4% + 4% ) * 0.33333333333333 ) );margin-top:0px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;border-width: 1px 1px 1px 1px;border-color:#d2d3d4;border-style:solid;padding: 15px 15px 15px 15px;\"><div class=\"fusion-fa-align-center\"><i class=\"fb-icon-element-3 fb-icon-element fontawesome-icon fa-desktop fas circle-no\" style=\"font-size:60px;margin-bottom:10px;\"><\/i><\/div><style>i.fb-icon-element.fontawesome-icon.fb-icon-element-3{ color: #429492;}i.fb-icon-element.fontawesome-icon.fb-icon-element-3:hover { color: #429492;}<\/style><div class=\"fusion-text fusion-text-6\"><p>\u00adAt four-year colleges, the pass rate in the first college-level course was 5.4 percentage points lower among those assigned to a hybrid emporium developmental math course rather than a traditional developmental course.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-4 publication-highlights nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-6 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"margin-top:20px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><style type=\"text\/css\"><\/style><div class=\"fusion-title title fusion-title-3 fusion-title-text fusion-title-size-two\" style=\"margin-top:0px;margin-right:0px;margin-bottom:31px;margin-left:0px;\"><h2 class=\"title-heading-left\" style=\"margin:0;\">Colleges in the Study<\/h2><span class=\"awb-title-spacer\"><\/span><div class=\"title-sep-container\"><div class=\"title-sep sep-single sep-solid\" style=\"border-color:#429492;\"><\/div><\/div><\/div><span class=\" fusion-imageframe imageframe-none imageframe-2 hover-type-none\"><img width=\"2223\" height=\"635\" alt=\"A map of Tennessee with purple flags marking the colleges in this study\" title=\"TN-Map\" src=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map.png\" class=\"img-responsive wp-image-3278\" srcset=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map-200x57.png 200w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map-400x114.png 400w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map-600x171.png 600w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map-800x229.png 800w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map-1200x343.png 1200w, https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/TN-Map.png 2223w\" sizes=\"(max-width: 800px) 100vw, 2223px\" \/><\/span><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box fusion-builder-row-5 publication-highlights nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\" style=\"background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:0px;padding-right:0px;padding-bottom:0px;padding-left:0px;margin-bottom: 0px;margin-top: 0px;border-width: 0px 0px 0px 0px;border-color:#eae9e9;border-style:solid;\" ><div class=\"fusion-builder-row fusion-row\"><div class=\"fusion-layout-column fusion_builder_column fusion-builder-column-7 fusion_builder_column_1_1 1_1 fusion-one-full fusion-column-first fusion-column-last\" style=\"margin-top:20px;margin-bottom:20px;\"><div class=\"fusion-column-wrapper fusion-flex-column-wrapper-legacy\" style=\"background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;padding: 0px 0px 0px 0px;\"><style type=\"text\/css\"><\/style><div class=\"fusion-title title fusion-title-4 fusion-title-text fusion-title-size-two\" style=\"margin-top:0px;margin-right:0px;margin-bottom:31px;margin-left:0px;\"><h2 class=\"title-heading-left\" style=\"margin:0;\">Examining Trends<\/h2><span class=\"awb-title-spacer\"><\/span><div class=\"title-sep-container\"><div class=\"title-sep sep-single sep-solid\" style=\"border-color:#429492;\"><\/div><\/div><\/div><i class=\"fb-icon-element-4 fb-icon-element fontawesome-icon fa-quote-left fas circle-yes fusion-text-flow\" style=\"font-size:28.16px;line-height:54.32px;height:56.32px;width:56.32px;border-width:1px;border-radius:50% 50% 50% 50%;margin-right:16px;\"><\/i><style>i.fb-icon-element.fontawesome-icon.fb-icon-element-4{ color: #ffffff; background-color: #51afaa; border-color: #51afaa;}i.fb-icon-element.fontawesome-icon.fb-icon-element-4:hover { color: #ffffff; background-color: #51afaa; border-color: #51afaa;}<\/style><div class=\"fusion-text fusion-text-7\"><p>For states and systems looking to adopt a technology-based instructional model for their developmental math courses, the results of this study speak to the importance of alignment in faculty and instructional methods across developmental and college-level courses.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div><\/div><\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"<p>By Angela Boatman | November 2019<\/p>\n<p>Using statewide public college data from Tennessee and a difference-in-differences analytical model, this paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes.<\/p>\n","protected":false},"author":1,"featured_media":3287,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false},"categories":[48,34,41],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v19.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Evidence from Technology-Centered Instruction in Colleges<\/title>\n<meta name=\"description\" content=\"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.\" \/>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Evidence from Technology-Centered Instruction in Colleges\" \/>\n<meta property=\"og:description\" content=\"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/\" \/>\n<meta property=\"og:site_name\" content=\"Center for the Analysis of Postsecondary Readiness\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/developmentaleducation\/\" \/>\n<meta property=\"article:published_time\" content=\"2019-11-19T20:52:04+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2020-12-09T15:58:58+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1024\" \/>\n\t<meta property=\"og:image:height\" content=\"512\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@capr_deved\" \/>\n<meta name=\"twitter:site\" content=\"@capr_deved\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"amazzariello\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"13 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Organization\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#organization\",\"name\":\"Center for the Analysis of Postsecondary Readiness\",\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/\",\"sameAs\":[\"https:\/\/www.facebook.com\/developmentaleducation\/\",\"https:\/\/twitter.com\/capr_deved\"],\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/logo\/image\/\",\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2016\/11\/capr-retina-logo.png\",\"contentUrl\":\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2016\/11\/capr-retina-logo.png\",\"width\":768,\"height\":148,\"caption\":\"Center for the Analysis of Postsecondary Readiness\"},\"image\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/logo\/image\/\"}},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#website\",\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/\",\"name\":\"Center for the Analysis of Postsecondary Readiness\",\"description\":\"Home of the latest research on developmental education\",\"publisher\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/postsecondaryreadiness.org\/dev\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage\",\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png\",\"contentUrl\":\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png\",\"width\":1024,\"height\":512,\"caption\":\"Anonymous students type in a computer lab\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage\",\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/\",\"name\":\"Evidence from Technology-Centered Instruction in Colleges\",\"isPartOf\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage\"},\"datePublished\":\"2019-11-19T20:52:04+00:00\",\"dateModified\":\"2020-12-09T15:58:58+00:00\",\"description\":\"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.\",\"breadcrumb\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/postsecondaryreadiness.org\/dev\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges\"}]},{\"@type\":\"Article\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage\"},\"author\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/9dc447dd543d25e38f3d72f2af32ead3\"},\"headline\":\"Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges\",\"datePublished\":\"2019-11-19T20:52:04+00:00\",\"dateModified\":\"2020-12-09T15:58:58+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage\"},\"wordCount\":2551,\"publisher\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#organization\"},\"image\":{\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png\",\"articleSection\":[\"Author: Angela Boatman\",\"CAPR Publications\",\"Project: Supplemental Study: Learning Technologies\"],\"inLanguage\":\"en-US\"},{\"@type\":\"Person\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/9dc447dd543d25e38f3d72f2af32ead3\",\"name\":\"amazzariello\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/292222d34bc63e80e5d4a639ece6b8eb?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/292222d34bc63e80e5d4a639ece6b8eb?s=96&d=mm&r=g\",\"caption\":\"amazzariello\"},\"url\":\"https:\/\/postsecondaryreadiness.org\/dev\/author\/amazzariello\/\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Evidence from Technology-Centered Instruction in Colleges","description":"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.","robots":{"index":"noindex","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"og_locale":"en_US","og_type":"article","og_title":"Evidence from Technology-Centered Instruction in Colleges","og_description":"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.","og_url":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/","og_site_name":"Center for the Analysis of Postsecondary Readiness","article_publisher":"https:\/\/www.facebook.com\/developmentaleducation\/","article_published_time":"2019-11-19T20:52:04+00:00","article_modified_time":"2020-12-09T15:58:58+00:00","og_image":[{"width":1024,"height":512,"url":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png","type":"image\/png"}],"twitter_card":"summary_large_image","twitter_creator":"@capr_deved","twitter_site":"@capr_deved","twitter_misc":{"Written by":"amazzariello","Est. reading time":"13 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Organization","@id":"https:\/\/postsecondaryreadiness.org\/dev\/#organization","name":"Center for the Analysis of Postsecondary Readiness","url":"https:\/\/postsecondaryreadiness.org\/dev\/","sameAs":["https:\/\/www.facebook.com\/developmentaleducation\/","https:\/\/twitter.com\/capr_deved"],"logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/logo\/image\/","url":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2016\/11\/capr-retina-logo.png","contentUrl":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2016\/11\/capr-retina-logo.png","width":768,"height":148,"caption":"Center for the Analysis of Postsecondary Readiness"},"image":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/logo\/image\/"}},{"@type":"WebSite","@id":"https:\/\/postsecondaryreadiness.org\/dev\/#website","url":"https:\/\/postsecondaryreadiness.org\/dev\/","name":"Center for the Analysis of Postsecondary Readiness","description":"Home of the latest research on developmental education","publisher":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/postsecondaryreadiness.org\/dev\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage","url":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png","contentUrl":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png","width":1024,"height":512,"caption":"Anonymous students type in a computer lab"},{"@type":"WebPage","@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage","url":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/","name":"Evidence from Technology-Centered Instruction in Colleges","isPartOf":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/#website"},"primaryImageOfPage":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage"},"datePublished":"2019-11-19T20:52:04+00:00","dateModified":"2020-12-09T15:58:58+00:00","description":"This paper examines the effects of adopting a hybrid emporium developmental math model on student outcomes in two- and four-year colleges.","breadcrumb":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/postsecondaryreadiness.org\/dev\/"},{"@type":"ListItem","position":2,"name":"Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges"}]},{"@type":"Article","@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#article","isPartOf":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage"},"author":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/9dc447dd543d25e38f3d72f2af32ead3"},"headline":"Computer-Based Math Remediation: Evidence from Technology-Centered Instruction in Two-Year and Four-Year Colleges","datePublished":"2019-11-19T20:52:04+00:00","dateModified":"2020-12-09T15:58:58+00:00","mainEntityOfPage":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#webpage"},"wordCount":2551,"publisher":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/#organization"},"image":{"@id":"https:\/\/postsecondaryreadiness.org\/dev\/evidence-technology-centered-instruction\/#primaryimage"},"thumbnailUrl":"https:\/\/postsecondaryreadiness.org\/dev\/wp-content\/uploads\/2019\/11\/boatman-impact-paper.png","articleSection":["Author: Angela Boatman","CAPR Publications","Project: Supplemental Study: Learning Technologies"],"inLanguage":"en-US"},{"@type":"Person","@id":"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/9dc447dd543d25e38f3d72f2af32ead3","name":"amazzariello","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/postsecondaryreadiness.org\/dev\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/292222d34bc63e80e5d4a639ece6b8eb?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/292222d34bc63e80e5d4a639ece6b8eb?s=96&d=mm&r=g","caption":"amazzariello"},"url":"https:\/\/postsecondaryreadiness.org\/dev\/author\/amazzariello\/"}]}},"_links":{"self":[{"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/posts\/3283"}],"collection":[{"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/comments?post=3283"}],"version-history":[{"count":8,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/posts\/3283\/revisions"}],"predecessor-version":[{"id":3650,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/posts\/3283\/revisions\/3650"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/media\/3287"}],"wp:attachment":[{"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/media?parent=3283"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/categories?post=3283"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/postsecondaryreadiness.org\/dev\/wp-json\/wp\/v2\/tags?post=3283"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}