The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context

Wladis, Claire; Conway, Katherine M.; Hachey, Alyse C.

doi:10.1177/0091552115571729

Cited by 91 publications

(94 citation statements)

References 48 publications

(72 reference statements)

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“…This finding is in contrast to the findings of Kickmeier‐Rust, Holzinger, Wassertheurer, Hessinger and Albert (), Koh et al () and Mihindo et al (), which showed either better male performance or no gender difference. Our finding also appears to be contrary to the stereotypical view that males may be better at computer technology and females may be better at reading and comprehension (Arellano, ; Lynn & Mikk, ; Shashaani, ; Wladis, Conway, & Hachey, ; Yau & Cheng, ). The significantly higher score growths for female students in WILSIM‐GC group and for test items requiring higher‐level thinking suggest that the visually‐oriented, easy‐to‐use interactive computer simulation approach has helped female students overcome the perceived gender barrier in technology.…”

Section: Interpretation and Discussioncontrasting

confidence: 99%

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

Luo¹,

Smith²,

Whalley³

et al. 2018

Brit J Educational Tech

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This paper presents results from a randomized experimental design replicated over four semesters that compared students' performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students' learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students' learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students' learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.Earth surface modeling for education 1463 RQ4: Are the findings from the preliminary study upheld with a larger sample collected over repeated experiments, and across multiple semesters? Description of WILSIM-GCWILSIM-GC is an accessible, interactive environment for students to engage in scientific inquiry and to enhance students' understanding of the processes involved in landform evolution through meaningful manipulation of parameters for different scenarios (Luo et al., 2016). A screenshot of the model is shown in Figure 1. More details about the model can be found at the project website: https://serc.carleton.edu/landform/.

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Section: Interpretation and Discussioncontrasting

confidence: 99%

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

Luo¹,

Smith²,

Whalley³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…However, the year status did not reliably predict retention in a study performed by Traver, Volchok, Bidjerano, and Shea (2014). The mixed results were explained by a possible rationale regarding specific strong traits associated with academic success that were possessed by students regardless of their age (Colorado & Eberle, 2010;Wladis et al, 2015Wladis et al, , 2014. Prediction through genders also yielded mixed results.…”

Section: Demographics Variablesmentioning

confidence: 93%

“…Prediction through genders also yielded mixed results. While women might be worse in online courses in STEM fields (Wladis et al, 2015), there also existed a likelihood of men withdrawing from online courses (Cochran et al, 2014). Therefore, Eliasquevici et al (2017) believed that genders were not necessarily associated with student retention in online learning environments.…”

Section: Demographics Variablesmentioning

confidence: 99%

“…Age (Wladis, Conway, & Hachey, 2015;Wuellner, 2013) Academic standing (Cochran, Campbell, Baker, & Leeds, 2014) but Traver, Volchok, Bidjerano, and Shea 2014 Family responsibilities (Nichols, 2010;Parkes et al, 2015;Shah & Cheng, 2018;Xu & Jaggars, 2011b) Job employment and responsibilities (Aversa & MacCall, 2013;Moore & Greenland, 2017;Shah & Cheng, 2018) Financial issues (Aversa & MacCall, 2013;Boston et al, 2011;Parkes et al, 2015), but findings are mixed (Cochran et al, 2014) Life issues related to health and disability (Shah & Cheng, 2018) Grades and GPA (Boston et al, 2011;Cochran et al, 2014;Stewart, Mallery, & Choi, 2013;Colorado & Eberle, 2010), however, Hachey, Wladis, and Conway (2013) revealed contradicting results…”

Section: Demographics Variablesmentioning

confidence: 99%

“…Specifically, this decision-making action can be targeted to engage and coach students (Boston et al, 2011;Cochran et al, 2014;Hachey et al, 2013) and to develop resources for improving student retention (Xu & Jaggars, 2011b). Resources are aimed to assist students who pose signs of struggling (Shah & Cheng, 2018), such as freshmen (Wladis et al, 2015), those who have withdrawn from an online class (Cochran et al, 2014), and those enrolling in course(s) with high attrition rates (Wladis & Hachey, 2017;Wladis et al, 2014). Another early intervention is applicable through the development of entrance orientations covering topics in regard to college readiness, learning strategies, self-discipline, time management, self-efficacy, technological skills and expectation pertaining to online learning (Eliasquevici et al, 2017;Gaytan, 2015;Hachey et al, 2013;Ice et al, 2011;Wuellner, 2013).…”

Section: Early Interventions Targeting Studentsmentioning

confidence: 99%

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Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

2019

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Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors.

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Institutional change to support online learners: A case study for student success

Bartek

Pellegrino

White

et al. 2022

New Drctns Community Coll

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The article presents a case study on institutional change within the context of an online improvement initiative. As part of its quality enhancement plan (QEP) improvement process in support of accreditation reaffirmation, Wake Technical Community College (Raleigh, NC) implemented a multistage change process to engage the college in data‐driven change resulting in the eLearning preparedness initiative (EPIC). EPIC targeted student success in online courses by improving both student and faculty preparedness for online learning and teaching. The article first describes the need for change, provides an overview of the change initiative, then describes the transformational change process and lessons learned. The article closes with guiding questions for community college leaders and online learning change‐agents to consider when planning for and implementing strategies for improving the student experience and supporting online student success.

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The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context

Cited by 91 publications

References 48 publications

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

Institutional change to support online learners: A case study for student success

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