Using wiki-based discussion forums in calculus: E-pathway toward improving students' retention and learning in STEM gateway courses (Minority serving two-year college settings)

In order to address a problem of high attrition rates during the beginning of students' undergraduate STEM career and the issue of engaging and retaining students from underrepresented minorities and disadvantaged economic groups, this paper revisits the notion of social learning via Web 2.0 resources and explores effects of integration of a specific wiki-based online discussion platform, Piazza, into traditional calculus course offered in a two-year minority serving institution. Rooted in the existing research on correlation of students' retention and success in Calculus and their future attainment of an undergraduate STEM degree, the Calculus-with-Piazza e-pathway toward retention and learning improvement, with high emphasis on the culture and art of active social e-learning, is being established and studied in a community college setting. It is shown that Piazza peer-based interaction reduces student isolation and creates effective learning climate in Calculus classrooms. Expectations, experiences, strategies, and outcomes are shared. Broader impacts and future developments are discussed.

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