Equity in online learning

Tate, Tamara; Warschauer, Mark

doi:10.1080/00461520.2022.2062597

Cited by 71 publications

(37 citation statements)

References 76 publications

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“…In terms of student characteristics, in prior work investigating Introductory Psychology learning outcomes during the pandemic, male students and demographic groups that are historically underserved in higher education (i.e., students who identify as Black/African American and/or Hispanic/Latinx) were less likely to pass the course (Gravelle, Brodsky et al, 2022). These findings appear to be in line with national trends in higher education (National Center for Education Statistics, 2021) and concerns about equity in online learning (Tate & Warschauer, 2022). Regarding student skills, reading comprehension was positively associated with online learning outcomes (Gravelle, Brodsky et al, 2022), which is in keeping with decades of prepandemic research on Introductory Psychology, taught in varied formats, linking students’ reading abilities with learning outcomes (e.g., Altman et al, 2022; Gerow & Murphy, 1980).…”

Section: Persistence In Online Courseworksupporting

confidence: 78%

“…Other research suggests that the risk of withdrawing for these demographic groups may be more pronounced in online rather than in-person courses (Hart et al, 2018). Considering the prominence of online courses in college degree programs nationally (National Center for Education Statistics, 2022), these results highlight the need for academic as well as social supports to ensure that all students are successful in learning online (Tate & Warschauer, 2022). Our finding that older (i.e., ≥25 years) students were more persistent in online coursework matched prior findings (Xu & Jaggars, 2014), as did our finding that students with family obligations were at a heightened risk of withdrawing (Bawa, 2016; Nelson et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

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Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Gravelle¹,

Roberts²,

Elizabeth³

et al. 2023

Scholarship of Teaching and Learning in Psychology

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Concerns about student persistence in online college courses have increased since the onset of the COVID-19 pandemic. This study examined factors associated with self-selection into asynchronous versus synchronous online course sections and effects of course format, self-efficacy, and self-regulatory behaviors on course withdrawal rates and final grades in Introductory Psychology. We assessed learning outcomes of students (N = 563, Mean age = 20.3 years) enrolled in Introductory Psychology at a nonselective, minority-serving institution in Spring 2021. Half of the sections were fully asynchronous; half met synchronously via Zoom. Students enrolled in asynchronous sections were more often first semester students; asynchronous students were less likely to access the online textbook or check Blackboard settings before submitting their first assignment. While students enrolled in synchronous sections more often reported challenges sustaining attention and motivation, students enrolled in asynchronous sections more often reported difficulties managing coursework and work obligations. Controlling for demographic factors, students in asynchronous sections had a higher risk of withdrawing, as did students with lower self-efficacy and those reporting family obligations. For students completing the course, final grades were associated with accessing the textbook, reading comprehension, and demographics, but not with course format or self-efficacy. These findings provide insight into factors that predict enrollment in online course formats and subsequent associations with learning outcomes.

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Section: Persistence In Online Courseworksupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Gravelle¹,

Roberts²,

Elizabeth³

et al. 2023

Scholarship of Teaching and Learning in Psychology

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“…In the education sector, females have mostly overtaken or exceeded boys in enrolment and learning in medium and high-income nations. In another facet of the health-related score, most nations reveal that girls have minimal advantage over boys (Tate & Warschauer, 2022). Girls continuing to confront larger hurdles in characteristics not addressed according to the Human Resource Factor like young marriage, family duties, adolescent pregnancy, also there is gender discrimination at learning space all pose barriers to woman's school retention, particularly poor household communities.…”

Section: Literature Reviewmentioning

confidence: 99%

Why is Human Capital Investment Not Immediate Impact? Investigating the Impact of Human Capital, Financial Capital, and Technological Capital on Economic Growth in Malaysia

Allen¹,

Drean²

2022

TMJI

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This study's objective for look at short-term and long-term effects of production parameters (money, people, technology) on national production (GDP). In this study, the money factor is indicated by total investment nationally, the human factor is indicated by work participation (workers), and human capital (total investment in education and health nationally). Our technology factor uses the indicator of total technology investment nationally (Total investment in science and technology research and development plus technology imports). This study uses secondary data obtained from the World Bank for the period 1985 to 2020. The Distributed’s Autoregressive Lag Method was used in this research. Some investigation found something about investment to the human resources cannot be directly felt in the short term because the impact given in investment in human resources requires a process before it has an impact on national production. However, financial capital, work participation, and technology can be felt immediately in the short term. Human Capital are very important. This requires good attention in supporting the improvement of human capital. Human capital investment is beneficial in the long term and having a significant effect to the long term.

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“…Learners confronted many barriers, including the absence of a quiet place to study at home (Gamboa, 2022), no child-care (Dy et al, 2022), nearby distractions (Espiritu et al, 2022), and noise (Neuwirth et al, 2021). Virtual learning saves parents and students money (Tate & Warschauer, 2022;Gu, 2022). It has its downsides; and it is expensive for households without the internet or desiring stronger connection (Makarova et al, 2022;Madhav & Tyagi, 2022).…”

Section: Challenges To Virtual Learningmentioning

confidence: 99%

Through the Lens of Virtual Students: Challenges and Opportunities

Villarama

Santos²,

Adsuara³

et al. 2022

IJLTER

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Quarantines and virtual learning became necessary as a result of the COVID-19 pandemic. This study investigates the challenges and opportunities in virtual classes; and how they affect the academic goals. There were 150 secondary students from Junior and Senior High School levels of education in the Philippines, who were deliberately selected; and they participated in the quantitative online survey that used a 62-item self-made 4-point Likert scale questionnaire, with 0.81 reliability coefficients. The data were evaluated by means of the percentage, the mean, and the standard deviation. Sex and secondary education levels were used, in order to compare the students’ challenges and opportunities. One-way ANOVA compared the male and female respondents’ perceived challenges and opportunities. The results revealed that junior high-school (JHS) girls highlighted academic satisfaction; while school-life balance, and virtual learning helped as challenges and opportunities. The females found school-life balance, communication (F(1,149)=11.098; F(1,149)=8.430, p<0.01), academic fulfilment, self-directedness, and time-management (F(1,149)=4.224; F(1,149)=4.470; F(1,149)=4.030, p<0.05) more difficult than did the males. Senior high school (SHS) students were less satisfied with the virtual teaching (F(1,149)=14.391, p<0.001), technology use (F(1,149)=7.342, p<0.01), and communication (F(1,149)=3.934, p<0.05) than JHS students. Males were more satisfied with school and teachers’ assistance (F(1,149)=7.482, p<0.01). Some viewed virtual learning more favourably; and they regard themselves as being adaptive; they think the subject matter and learning tasks are interrelated; and they viewed virtual feedback more positively (F(1,149)=6.438; F(1,149)=5.900; F(1,149)=5.183; F(1,149)=4.470, p<0.05). The JHS students reported subject matter and the virtual learning tasks as being interrelated; and they valued virtual feedback, school and teacher support, and the adaptability to change. Challenges and opportunities may serve as the foundation for establishing a more inclusive policy on virtual learning implementation, with school and stakeholders’ cooperation needed to sustain learners’ holistic development.

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Equity in online learning

Cited by 71 publications

References 76 publications

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Online course formats and student self-efficacy in academic skills predict persistence in introductory psychology.

Why is Human Capital Investment Not Immediate Impact? Investigating the Impact of Human Capital, Financial Capital, and Technological Capital on Economic Growth in Malaysia

Through the Lens of Virtual Students: Challenges and Opportunities

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