Although early results from the shift to corequisite remediation have been promising, benefits have not been universal, and in some instances the implementation of corequisite models has led to unintended consequences such as higher gateway course failure rates. To reach students who are not benefitting from corequisite remediation, the field needs evidence of promising interventions and learning supports that can be embedded in corequisite remediation models.
This project is examining the potential of one such reform: mobile-enabled learning (or m-learning) using a randomized controlled trial design. Only a handful of m-learning studies have used an experimental design, and none have examined the benefits of m-learning for students enrolled in corequisite courses. M-learning may promote equity in educational outcomes by providing low-SES students, who are more dependent on smart phones, greater access to digital learning opportunities.
This study is evaluating Open Campus, a mobile learning app aligned to introductory course curricula, developed by Bossier Parish Community College, one of the institutions in the Louisiana Community and Technical College System. The project will also highlight how individual colleges can develop promising innovations that can be rigorously tested in pilot studies before being scaled across additional institutions, leading to systemwide reform.
CCRC is partnering on the project with Matthew Giani of the University of Texas at Austin and Angela Boatman of Boston College.
Funding for this project is provided by Ascendium Education Group.
