Factors Influencing Learning in Asynchronous Online Community College Gateway Math: Insights From Instructors and Students

Gateway math courses in community colleges often hinder degree completion due to high failure rates (Attewell et al., 2006; Koch & Gardner, 2018). The asynchronous online modality exacerbates these challenges, requiring greater self-regulation and showing lower success rates than face-to-face classes (Xu & Jaggars, 2011; Bird et al., 2020). Despite Northern Valley Community College’s (NVCC) efforts to improve completion rates in first-year gateway math courses, success rates in the asynchronous sections of MTH 161 Precalculus I (NOL MTH 161) remain persistently low, with high rates of unsuccessful outcomes (NVCC Office of Strategic Insights, 2022). Students and instructors identified supporting factors such as clear course organization, proactive instructor communication, and opportunities for peer resource sharing alongside challenges, including gaps in preparedness, misaligned assessments, limited peer collaboration, and insufficient instructor presence. Addressing these issues through targeted interventions and strategic course design is critical to improving student success. Findings provide actionable insights for enhancing outcomes in NOL MTH 161 and supporting broader institutional efforts to improve retention and success in online community college education.