School of Education
Doctor of Philosophy in Education (PhD)
Community College, Developmental, Embedded Orientation, Mathematics, Online, Self-regulated Learning
Higher Education | Online and Distance Education
Swenson, William Randal, "The Effects of Embedded Orientation on Online Developmental Mathematics Students' Performance in Community College: A Causal-Comparative Study" (2021). Doctoral Dissertations and Projects. 3282.
Students in developmental mathematics courses exhibit poor pass rates. This problem is exaggerated for traditionally aged online community college learners, who frequently demonstrate few self-regulatory skills. Self-regulated learners are intrinsically motivated, plan for success, monitor their progress, and reflect on their learning. These learners are significantly more likely to pass and eventually graduate. Self-regulatory skills can be taught through direct instruction and reflection over a protracted learning experience. This form of instruction was attempted using an embedded orientation in online developmental mathematics courses at a community college. Embedded orientations provide consistent training, opportunities for socialization, and increased instructor-to-learner interaction within a content course. Through a 16-week embedded orientation program, students received technical and metacognitive training designed to improve their academic performance. A comparison of online students’ final numerical grades between those participating in the orientation and a control group without the orientation determined the orientation had no significant effect. Further analysis revealed the orientation had no significant influence on final grades for traditional and non-traditional students.