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Views of Technology Importance for Developmental Students at the Community College Level

Views of Technology Importance for Developmental Students at the Community College Level

Michael S. Dillard
Copyright: © 2019 |Pages: 21
ISBN13: 9781522555193|ISBN10: 1522555196|EISBN13: 9781522555209
DOI: 10.4018/978-1-5225-5519-3.ch009
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MLA

Dillard, Michael S. "Views of Technology Importance for Developmental Students at the Community College Level." Diverse Learning Opportunities Through Technology-Based Curriculum Design, edited by Demetrick Williams and N. Nsombi Harkness, IGI Global, 2019, pp. 196-216. https://doi.org/10.4018/978-1-5225-5519-3.ch009

APA

Dillard, M. S. (2019). Views of Technology Importance for Developmental Students at the Community College Level. In D. Williams & N. Harkness (Eds.), Diverse Learning Opportunities Through Technology-Based Curriculum Design (pp. 196-216). IGI Global. https://doi.org/10.4018/978-1-5225-5519-3.ch009

Chicago

Dillard, Michael S. "Views of Technology Importance for Developmental Students at the Community College Level." In Diverse Learning Opportunities Through Technology-Based Curriculum Design, edited by Demetrick Williams and N. Nsombi Harkness, 196-216. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5519-3.ch009

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Abstract

This qualitative study examined the perceptions of nontraditional developmental education students in a community college setting. This study describes adult, nontraditional students' perceptions of their experiences, college supports, and best teaching practices which helped them to succeed. Interview data were obtained from four students, a supplemental instruction leader, and a program manager. Participant responses included themes about the conditions and challenges which the students face, as well as recognition of the intentional engagement practices on the part of the college infrastructure which students perceived to be most helpful and supportive to them. This data can provide valuable information to university administrators, college advisors, and classroom faculty, as well as inform future policy and practice.

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