"Remedial/developmental and introductory university mathematics courses have a long history of high attrition rates. Recently, university administration and mathematics departments have been considering technological solutions, and one such solution is computer-adaptive- instruction (CAI). In fact, CAI has been touted as a "silver bullet" to the dilemma of undergraduate mathematics attrition and failure rates (Twigg, 2011), yet little research has documented the nature of student engagement in these courses and what they actually learn. Although the use of CAI in college introductory mathematics has been increasing, research about student engagement in CAI mathematics is scarce. The goal of this dissertation was to illustrate and understand that nature of student engagement in an online CAI intermediate algebra course." -- Abstract.
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