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Creators/Authors contains: "Gallagher, Keith"

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  1. ; ; ; ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; Drown, S. (Ed.)
    Access to free, high-quality, institutionally provided tutoring services can be critical to the success of university students. When the pandemic forced university tutoring operations to close or move online, many chose to move operations online. The Fall 2021 semester saw the return of in-person tutoring at many institutions; however, online options remained in place to serve students who may not be able to participate in-person. This created more equitable access to a critical student support. We collected data on which format students chose at two research focused institutions. At one institution, visits were split at 47% online and 53% in-person. In contrast, visits at the other institution were split at 5% online, and 95% in-person. We will discuss the courses with the highest usage in each format and explore why students may be choosing one format over the other. 
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