Technologies that Assist in Closing the Achievement Gap: A Comparison African American and Caucasian Students’ Learning and Community in the Online Classroom
PROCEEDINGS
Amanda Rockinson-Szapkiw, C, United States ; Randall Dunn, David Holder, Liberty University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Higher Education administrators and educators seek to understand how to design and to facilitate online courses to ensure quality, culturally responsive online education for minority students, specifically African American students, and to close the academic achievement gap. The present study examines online students’ perceived learning and community to determine what impact the employment of both synchronous and asynchronous technologies might have. To determine if students’ social presence, cognitive presence, teacher presence, and perceived learning differ based upon ethnicity, a one-way multivariate analysis of variance (MANOVA) will be conducted. Results will be reported and a discussion of barriers for minority students that exist in the online environment and measures can taken to assist in overcome barriers will ensue.
Citation
Rockinson-Szapkiw, A., Dunn, R. & Holder, D. (2010). Technologies that Assist in Closing the Achievement Gap: A Comparison African American and Caucasian Students’ Learning and Community in the Online Classroom. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 804-809). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/33444/.
Keywords
References
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