Efficacy and research

The Power of MindTap for Corporate Finance

At the 2013 Financial Management Association (FMA) annual meeting in Chicago, Illinois, Cengage Learning researchers discovered that Corporate Finance instructors listed three areas that are often major roadblocks to students’ successful learning, and demonstrated how MindTap addresses each.

Read More…


Understanding the Needs of Community College Administrators at AACC

In order to better understand the challenges facing community college administrators, Cengage Learning’s Market Research team conducted research at the 2014 American Association of Community Colleges (AACC) conference in Washington, DC. Specifically, the Market Research team wanted to understand how publishers and learning solutions providers can address challenges facing community colleges. A total of 32 AACC attendees were interviewed for the study.
Read More…


CAMEX Attendees Share the Keys to a Successful Partnership

Cengage Learning’s Market Research team attended the 2014 Campus Market Expo (CAMEX) in Dallas, Texas to discover what level of awareness college store managers have of the all-inclusive model (also called academic content licensing or course fee model), how many of them have implemented an all-inclusive model and what they need
from publishers in order to make an all-inclusive model successful.
 
The Market Research team interviewed 40 college store managers who attended CAMEX and gained insights regarding their attitudes toward an all-inclusive model and what aspects of an all-inclusive model most appeal to them.

Read More…


Digital Solutions within Business Law Courses

To gain an understanding as to how digital tools can improve outcomes in real classroom settings, Project Tomorrow collaborated with Cengage Learning to evaluate the efficacy of the use of a digital homework support tool in business law courses during the spring semester of 2014.
 
The study examined specifically use of the CengageNow (CNOW) product as a proxy for this category of digital homework support tools. The mixed methods study included the participation of 29 college instructors and over 800 of their students from a geographically and demographically diverse set of two-year and four-year institutions. Sixteen instructors used only their Cengage Learning textbook and thirteen instructors used both the textbook and the digital homework support tool, thus creating an opportunity within this study to not only evaluate the efficacy of digital solutions on student engagement and learning, but also the differences in student achievement and instructor productivity afforded by the inclusion of the digital tool.

Read More…


Assessing Student Engagement and Instructor Support in Criminal Justice

Cengage Learning wanted to better understand what Criminal Justice instructors need from their course content as well as what their biggest challenges are. Our Market Research team attended the 2014 Academy of Criminal Justice Sciences (ACJS) convention in Philadelphia, PA and interviewed 32 Criminal Justice instructors about how they are using course materials and what their challenges are.

 

Read More…


Professors Team Up with Enhanced WebAssign® to Support Self-Paced Learning in Developmental Math

Jerome Murray and Jim Anderson are math professors at Clark State Community College in Springfield, Ohio. They wanted to redesign a portion of Clark State’s Developmental Math program to include courses that allowed students to work at their own pace as well as have the option of completing the entire developmental math program within a year. With these objectives in mind, Jerome and Jim set out to find a digital learning solution that would provide self-paced instruction and promote critical thinking skills. They also needed a solution that they could use in other math courses. “We wanted a learning Read More…


4LTR Press Course Materials Improve Marketing Students’ Retention and Grades

As a marketing instructor, Professor Beth Deinert of Southeast Community College (SCC) in Nebraska is knowledgeable about the concept of trends. Some time ago she saw a disturbing trend — traditional textbooks creating “readability difficulties” for too many students. The annual uptick in traditional textbook prices was also disconcerting. The fact that her courses were taught online further complicated her selection of an appropriate course solution.
 
Professor Deinert’s eventual adoption of a 4LTR Press title, MKTG, addressed these diverse concerns and produced positive results. Professor Deinert especially liked the format of MKTG. The textbook was designed by a student-tested, faculty-approved development process, used for all 4LTR Press solutions and determined to maximize student engagement and access across learning styles.
 
Along with the engaging presentation in the core text, Professor Deinert found the inclusion of CourseMate with MKTG and other 4LTR Press titles to be an important benefit to her students, both because of the online environment in which she teaches and the value of these online resources when evaluated on their own merits.
 
A year after adopting MKTG, Professor Deinert cites higher retention, improved homework grades, and “more in-depth” and detailed answers and examples in student work as proof that her choice of MKTG was a good one.

Read More…


Engaging Physics Students to Go Beyond the Quantitative

For many physics instructors, maintaining motivation and building engagement to better support students with various learning challenges can be difficult. Students often view physics as a series of unrelated facts, concepts, and equations that have little or no bearing on their everyday lives. This disconnect can often lead to disengagement and lack of motivation. Additional common student learning challenges include: difficulty connecting  mathematical formalism and physics
concepts, assembling diverse concepts, and overcoming common preconceptions (or misconceptions).

Physics education research (PER) suggests that by addressing student preconceptions and focusing on conceptual learning, students will achieve a much deeper understanding. Students who connect physics to the real world and confront preconceptions will be better engaged and more equipped to build the necessary conceptual framework to achieve better learning outcomes.
Read More…


Two Times the Engagement: Enhanced WebAssign and Aplia Aid in Conceptual Learning

Shahrukh Ali has his sights set on opening his own businesses. But first, the Wharton County (TX) Junior College freshman must master the basics, so he elected a full-time schedule of Biology, Calculus, Economics, Humanities and English courses. Shahrukh wants to earn his degree in MIS and Supply Chain from the University of Texas, so he knows he must keep his grades high in junior college. Fortunately, this student has two powerful resources in his corner: Aplia and Enhanced WebAssign.

Shahrukh says he prefers the flexibility of online classes and appreciates the way his Cengage Learning online resources complement his coursework. He uses Aplia for his online Economics class, and Enhanced WebAssign for the hybrid Calculus course.

Read More…


Aplia Convenience Suits School, Study, and Home Schedules

Going into her second year at Wharton County (TX) Junior College, Alexandra Garcia puts in a typical student course load of 12 average credit hours per semester. Her goal is to become a registered nurse, but first she must complete her associate’s degree, then her bachelor’s degree. The math-intensive curriculum includes Statistics, an online/lecture hybrid course for which Alexandra uses Aplia.

In addition to being a full-time nursing student, Alexandra has the responsibilities of a family, as well as a work-study course, which demands 12 hours a week covering three days. For her, balancing time between family, school and homework is a major challenge.

Alexandra’s Intro to Statistics instructor assigned Aplia to the class; the online solution came with the textbook (Brase and Brase’s Understanding Basic Statistics, Sixth Edition) as part of a package. She noted right away that Aplia offered a variety of ways to do the same Statistics problem, with variant wording to challenge learners. Alexandra was also impressed by Aplia’s step-by-step process and instant feedback. For her, Aplia provided an opportunity for extra practice.

By allowing Alexandra more and varied practice opportunities, Aplia helped her analyze Statistics problems with more confidence. Answering simple questions led to better results tackling the difficult ones.
Read More…