In corequisite models of instruction, marginally prepared students are placed directly into college-level coursework, taught with a paired support course. Initial research suggests that such models yield significant improvements in the number of students passing credit-level mathematics when compared to previous models of prerequisite remediation.…

A causal comparative research design was utilized in this study to examine the relationship between international students' perceptions of teacher presence in the online learning environment and students' achievement as measured by end of course grades. Spearman's analysis indicated no statistically significant correlation between the composite…