弱势群体
民族
背景(考古学)
心理学
在线学习
2019年冠状病毒病(COVID-19)
医学教育
数学教育
社会学
政治学
医学
地理
多媒体
计算机科学
疾病
考古
病理
人类学
传染病(医学专业)
法学
作者
Lilach Alon,SeoYoon Sung,Jiyong Cho,René F. Kizilcec
标识
DOI:10.1016/j.compedu.2023.104870
摘要
The abrupt transition to online instruction has created an opportunity to improve models of online instruction. We investigated changes in student grades and experiences during emergency online learning (spring 2020) and sustainable online learning a year later (spring 2021) relative to a pre-pandemic in-person semester (spring 2019). We examine variation in outcomes by student sex, first-generation college student status, and ethnic-minority status to understand the consequences for educational equity. For students enrolled in four undergraduate courses at a U.S. research university, we combined student survey responses (N = 1290) with registrar records (N = 2375). We found that students received higher grades on average during emergency online learning, but the transition to sustainable online learning significantly exacerbated the achievement gap for ethnic-minority students. While the overall course experience improved going from emergency to sustainable online learning, we found differences between identity-based groups. Overall, historically disadvantaged students experienced lasting negative effects following the disruption. Student experiences and learning outcomes should therefore be monitored and supported to avoid exacerbating educational inequities during prolonged periods of online learning.
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