Session Abstract: Community college students often face unique barriers in online mathematics courses, leading to lower completion and persistence compared to in-person formats. This session draws on a qualitative case study at Delaware County Community College, where student interviews highlighted supports and barriers in online math. Flexible recorded lectures, adaptive tools, and responsive instructors aided persistence, while limited peer interaction, inconsistent tutoring, technical challenges, and family responsibilities hindered progress. A distinctive feature of this research is the use of AI-assisted transcript analysis, which enabled synthesis of large volumes of interview data into actionable themes.

Attendees will gain evidence-based strategies to redesign online math courses and supports, while also learning how AI can enhance qualitative research. Though grounded in a community college, findings are relevant to the first two years of higher education where gateway math is stumbling block.