Students' Experiences Learning in the Emporium Model: A Conceptual Analysis

The purpose of this paper is to capture and analyze students' experiences learning within an Emporium Model (E-Model) of both learning support and introductory college-level mathematics courses. Participants (n =163) were asked their perceptions regarding the E-model approach. Contextual analys...

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Bibliographic Details
Published inThe learning assistance review Vol. 25; no. 2; pp. 49 - 80
Main Authors Gibson, Terry O., Jr, Morrow, Jennifer Ann, Skolits, Gary J, Rocconi, Louis M
Format Journal Article
LanguageEnglish
Published National College Learning Center Association 2020
Subjects
College Mathematics
College Students
Educational Benefits
Independent Study
Introductory Courses
Mathematics Instruction
Remedial Mathematics
Student Attitudes
Teaching Methods
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Summary:The purpose of this paper is to capture and analyze students' experiences learning within an Emporium Model (E-Model) of both learning support and introductory college-level mathematics courses. Participants (n =163) were asked their perceptions regarding the E-model approach. Contextual analysis was used to code participants' responses. Participant comments revealed overwhelming favorability of the E-Model while highlighting the ramifications of learning in a more self-directed learning environment. The paper concludes with applicable recommendations for enhanced sustainability of the E-Model design for course instruction.
ISSN:1087-0059