Minority students' online learning readiness
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This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.
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Minority students' online learning readiness
- 1. Minority students’ online learning readiness Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten Detaresearch.org
- 4. DETA Research Toolkit 1.0
- 5. DETA Research Toolkit 2.0
- 7. Share effective practices Learner support Design and organization Content design and delivery Instructor interactivity Peer interactivity Assessment and grading
- 8. A. What is one thing about DETA research efforts that you would like to learn more about? @tjoosten @DETAResearch #UWDTL #DETAOLRI
- 10. Research - What factors improve student success? Practice - How do we better support students? Research Practice
- 11. Student characteristics Student behaviors Student outcomes INPUT - THROUGHPUT - OUTPUT Student-level relationships
- 13. RQ 1: What is the relationship between ethnic and racial minority students’ readiness for online learning and student outcomes? RQ 2: What skills do minority students feel are most useful in order to be successful in an online course? RQ3: How can instructors and institutions better prepare minority students for online learning? RQs 13
- 14. Findings from Study 1 and Study 2
- 18. 18
- 20. Methods
- 22. Variables Student characteristics Technology Self-Efficacy Communication Student outcomes Learning Academic Performance Satisfaction
- 23. Student characteristic measures Technology Access Social Tech Skills Online Work Skills Self-Efficacy Online efficacy Self-directedness and organization Growth mindset Achievement Mindset Communication Need for socialization General communication competencies Comm competency with classmates Comm competency with instructor
- 24. B. What is one question you still have about my methodological approach to studying OLR? @tjoosten @DETAResearch #UWDTL #DETAOLRI
- 25. Findings
- 26. Learning Online efficacy Communication with instructor Satisfaction Online work skills Online efficacy Communication with instructor Performance Organization and self-directedness Regression analysis
- 27. Learning Online efficacy Communication with instructor Satisfaction Online work skills Online efficacy Communication with instructor Communication with classmates (-) Performance Organization and self-directedness Communication competencies (-) Regression analysis
- 28. Time management skills •Organization •Overcoming procrastination •Working ahead •Planning •Scheduling Academically challenging •Underestimate difficulty •Lack of universality •Not easy Previous experience •Online efficacy •Familiarity with online environment •Tech + course design Thematic analysis
- 29. C. What is one question you still have our findings related OLR? @tjoosten @DETAResearch #UWDTL #DETAOLRI
- 31. Invest in resources for students in online courses • Tips an strategies • Online readiness course • Types of academic support services Recommendations
- 32. D. What is one recommendation you would make for research or practice for OLR? @tjoosten @DETAResearch #UWDTL #DETAOLRI
- 33. • Download DETA Research Toolkit • Become an institutional partner and data collection site • Access the quality indicators handout • Read more about effective practices in the DETA Research Briefs • Download the OLR article in AJDR and DTL proceeding • Look out for the new OLR intervention • Advocate for editors for research we need to inform practices • Visit slideshare.com for these slides Resources
- 34. Questions? 34
- 35. 35 Tanya Joosten, Ph.D. National Research Center for Distance Education and Technological Advancements (DETA) University of Wisconsin – Milwaukee (UWM) tjoosten@uwm.edu | @tjoosten DETAResearch.org
Editor's Notes
- DATE & TIME Aug 5th at 2:45 PM until 3:30 PM This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported. Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Significant findings were discovered from multiple regression analyses indicating that several of these measures of readiness (online work skills, online efficacy, self-directedness and organization, communication with instructor, communication with classmates) positively influence student outcomes (learning, satisfaction, and academic performance). Qualitative findings indicate that minority students report time management, previous online course experience, and online work skills as the most prevalent themes of skills and experiences that positively influence their success. Moreover, they recommend that instructors and institutions provide them additional resources prior to the class to better prepare them to be successful, and that they receive support during the class by instructors and academic support staff. Recommendations are shared.
- DETA was launched in 2014 FIPSE funded. now additional funding from Spencer foundation and ELE/Bill and Melinda Gates Foundation
- There were 3 primarily activities at the DETA Research Center over the last 6 years. The first was to develop a toolkit to build a coherent language as which we can all do research. We are from different fields and don’t always speak the same language when it comes to what is research and how to do research. Next slide (link to toolkit)
- Develop Toolkit Describe why and how it was developed. -National Summit at ELI 2015 Describe contents -Framework, Guides, Survey Instrumentation, Codebook, Other resources (IRB, Data sharing) Describe how many people have downloaded -1000+ downloads in every state of the US and in 25 countries Caution – do not talk about collecting data until you have given them the toolkit link
- Thanks to funding from ELE, WCET, and B&M Gates Foundation
- Collect data
- Example of sharing effective practices. Refer to article in November OLJ, available at detaresearch.org along with the infographic
- FIPSE funded Now additional funding from Spencer foundation, etc. Almost 5 years
- This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions. . Also, minority student perceptions of what skills and experiences lead to success and how they can be better supported for online online learning is reported.
- This mixed methods study explored racial or ethnic minority students who were enrolled in an online course to determine if there was a relationship between their online learning readiness characteristics and their outcomes across institutions
- FIPSE funded Now additional funding from Spencer foundation, etc. Almost 5 years
- FIPSE funded Now additional funding from Spencer foundation, etc. Almost 5 years
- We collected data from 441 students Data from SIS was collected to distribute surveys. Participants who returned surveys were added into the data set and additional data regarding demographics and academic performance was gathered from their institution. The survey data and SIS data were merged to form the data set for analysis.
- Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Technology access Social technology skills Online work skills Online efficacy Organization & self-directedness Growth mindset Achievement mindset Socialization Communication competencies Communication with Instructor Communication with Classmates
- Student surveys were administered using Likert and open-ended items to gather quantitative and qualitative data. Readiness characteristics included student reporting of their technology access, beliefs, and skills (technology access, online work skills, social technology skills, online efficacy), their self-efficacy (self-directedness and organization, achievement mindset, and growth mindset), and their communication (need for socialization, general communication competence, communication with instructor, and communication with peers), and student outcomes gathered included student perceptions of learning, self-reported satisfaction, and academic performance (course grade, instructor reported). Technology access Social technology skills Online work skills Online efficacy Organization & self-directedness Growth mindset Achievement mindset Socialization Communication competencies Communication with Instructor Communication with Classmates Qualitative data was collected through open-ended survey questions. These questions asked students about the impact previous experiences in online courses had on their most recent learning experience, skills they perceive as necessary for online learning success, and recommendations for how instructors and institutions of higher education can help students succeed in an online learning environment.