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The Achievement Gap in the Asynchronous Online Classroom PROCEEDINGS

, , , Liberty University, United States

EdMedia: World Conference on Educational Media and Technology, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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 for the purpose of closing the academic achievement gap. To determine if students’ social presence, cognitive presence, teacher presence, and perceived learning differ based upon ethnicity in the asynchronous learning environment, a one-way multivariate analysis of variance (MANOVA) was conducted. Results suggest that Latinos students have a higher sense of teaching presence than Caucasian students and no significant difference exist in students’ social presence, cognitive presence, teacher presence, and perceived learning based on ethnicity

Citation

Rockinson-Szapkiw, A., Dunn, R. & Holder, D. (2010). The Achievement Gap in the Asynchronous Online Classroom. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 570-577). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 23, 2018 from .

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