Though the COVID-19 pandemic forced colleges to move online quickly, the use of technology in developmental courses is not new. Here, Angela Boatman describes findings from her study of a hybrid course instruction model in Tennessee that may help practitioners navigate the current context.
Rebecca Natow, Vikash Reddy, and Markeisha Grant provide a window into the findings from their recent CAPR working paper, How and Why Higher Education Institutions Use Technology in Developmental Education Programming. They describe the types of technology institutions use in developmental education, common challenges they encounter, and recommendations for improving the use of technology.
Same Course, Different Outcomes: The Mysterious Case of Computerized Developmental Math in Tennessee
Maggie Fay of CCRC discusses lessons learned from SAILS, a computer-mediated developmental math program implemented at high schools and community colleges in Tennessee.