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Technologies that Assist in Closing the Achievement Gap: A Comparison African American and Caucasian Students’ Learning and Community in the Online Classroom
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, C, United States ; , , 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), Chesapeake, VA

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 November 13, 2019 from .

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