Undergraduates’ Attitudes toward Mathematics and Perceptions of Community of Inquiry in the Fully Online Mathematics Classroom: An Explanatory, Sequential Mixed-Methods Study.

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dc.contributor.advisorKaren Hollebrands, Chair
dc.contributor.advisorErin Krupa, Member
dc.contributor.advisorMolly Fenn, Member
dc.contributor.advisorKevin Oliver, Member
dc.contributor.authorJohnston, Katie Floyd
dc.date.accepted2022-04-11
dc.date.accessioned2022-04-12T12:30:42Z
dc.date.available2022-04-12T12:30:42Z
dc.date.defense2022-03-31
dc.date.issued2022-03-31
dc.date.released2022-04-12
dc.date.reviewed2022-04-01
dc.date.submitted2022-04-01
dc.degree.disciplineLearning and Teaching in STEM
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg29126
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/39510
dc.titleUndergraduates’ Attitudes toward Mathematics and Perceptions of Community of Inquiry in the Fully Online Mathematics Classroom: An Explanatory, Sequential Mixed-Methods Study.

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