Course Retention in Community Colleges: Demographics, Motivation, Learning Style, and Locus of Control

A Canonical Correlation Analysis: Learning Preferences and Sensory-Specific English Learning Material Stimuli

“…Consequently, learning preferences remain an issue in language learning settings. Additionally, learning a foreign language may be affected by multiple variables, such as the impact of digital technology stimuli on cognitive load (Martin, 2012), and the relationship between learning preference and retention (Armstrong et al, 2021).…”

Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

“…However, in effort to identify barriers to e-learning for students of African descent in STEM disciplines, Eugene and Clark (2012) identified motivation as a weak to moderate barrier. Similarly, Armstrong et al (2021) noted that motivation was associated with student retention to a degree and that Black and other students had lower rates of completion than white students.…”

“…The potential impact on the success of URM students by course design, or specific instructional characteristics, emerged from the literature in various forms, including positive (Joosten & Cusatis, 2019) and low-impact results (Gillis & Krull, 2020). However, findings also included learning preferences of design that negatively impacted retention for Black/African American students (Armstrong et al, 2021;Salvo et al, 2019), limited flexibility that proved to be a barrier to indigenous student needs (Cochrane & Maposa, 2018), and online math courses that did not equally serve Native American/Alaskan Native/Pacific Islander, Hispanic, and Black/African American students and who in turn did not perform as well in the course. (Guerrero et al, 2020).…”

OLJ March 2023 27(1)

“…The potential impact on the success of URM students by course design, or specific instructional characteristics, emerged from the literature in various forms, including positive (Joosten & Cusatis, 2019) and low-impact results . However, findings also included learning preferences of design that negatively impacted retention for Black/African American students (Armstrong et al, 2021;Salvo et al, 2019), limited flexibility that proved to be a barrier to indigenous student needs (Cochrane & Maposa, 2018), and online math courses that did not equally serve Native American/Alaskan Native/Pacific Islander, Hispanic, and Black/African American students and who in turn did not perform as well in the course. (Guerrero et al, 2020).…”