Exploring Instructor Perceptions of Online Developmental Mathematics Courses at a Community College in Maryland

Abstract

This study explored the persistent problem of low success rates in online developmental mathematics courses at a Maryland community college. The purpose of the qualitative case study was to examine math instructors’ perceptions of the factors contributing to these low success rates and to better understand how instructors support adult learners in online developmental math environments. Grounded in the community of inquiry framework and andragogical principles, the study focused on instructor perspectives regarding student barriers, instructional practices, and recommendations for improving student outcomes. Using purposive sampling, 15 full-time mathematics faculty members with online teaching experience participated in the study. Data were collected through questionnaires and semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis approach. Findings revealed that instructors attributed low success rates to several interconnected factors, including underprepared students, misalignment between course demands and student expectations, and insufficient engagement and real-time support in fully asynchronous courses. The findings also emphasized the importance of proactive and adaptive instructional practices, enhanced support systems, and reevaluating online course delivery models to better meet the needs of adult learners. Overall, the study highlighted the value of instructor voice in identifying practical strategies that may strengthen engagement, support, and student success in online developmental mathematics while contributing to broader conversations about effective online teaching and learning in community college settings.