“…A lack of peer connection can also contribute to student reluctance to participate and can increase their discomfort in the online class setting, and this seems to be a notable consequence for many historically under‐represented students (Ke & Kwak, 2013; Kuo, 2014; Kuo & Belland, 2016; Williams, 2020):The findings are consistent with the literature discussed previously in that the nature of the interaction and teaching presence are crucial for deep approaches to the learning. This suggests that the quality of interaction (i.e.…”
Section: Introductionsupporting
confidence: 86%
“…A lack of peer connection can also contribute to student reluctance to participate and can increase their discomfort in the online class setting, and this seems to be a notable consequence for many historically under-represented students (Ke & Kwak, 2013;Kuo, 2014;Kuo & Belland, 2016;Williams, 2020):…”
Section: Instructional Impediments-factors That Limit Learning and En...mentioning
confidence: 99%
“…Many students do better in face‐to‐face classes than when taking the same class online; however, there are things an instructor can do that will improve student achievement, helping online students to be as successful as those in face‐to‐face classes (Francescucci & Rohani, 2019; Xu & Jaggars, 2013b). Three particularly effective instructional interventions include providing an orientation to online learning, helping to build student self‐efficacy, and establishing rapport with students (Fiock, 2020; Jaggars, 2011; Ke & Kwak, 2013; Prior et al, 2016; Williams, 2020; Xu & Jaggars, 2013b).…”
Section: Principles For Online Course Design and Instructionmentioning
confidence: 99%
“…In addition to clear instruction on how to fulfil requirements and engage in online courses, students also benefit from clear explanations of where to access support services. In online education courses, students do not always know that they have access to similar student supports as those in face‐to‐face classes (Jaggars, 2011; Williams, 2020). ‘Support services must be seamlessly integrated into the spaces in which students already live and work.…”
Section: Principles For Online Course Design and Instructionmentioning
confidence: 99%
“…Unfortunately, this barrier extends beyond overt microaggressions: Xu and Jaggars (2013) found that ‘the gap between Black and Asian student performance was much wider in online courses than it was in face‐to‐face courses’ (p. 17). Williams (2020) found that ‘Hispanic students were more likely than their peers in almost all cases to describe the problems, including staying motivated and not knowing where to get help for online courses’ (p. 28).…”
Educational technologies have the potential to expand access to education to a wider range of people, including those currently without access to highquality learning opportunities. However, this promise is largely unfulfilled (see S. Protopsaltis and S. Baum, Does online education live up to its promise? A look at the evidence and implications for federal policy, 2019, Center for Educational Policy Evaluation). Although technology can remove some barriers, it can also have the opposite effect, creating new inequalities. This meta-synthesis summarises the main findings from current research that documents both structural and instructional barriers; and proposes researchsupported best practices in online course design and instruction in order to promote greater student satisfaction and success.
“…A lack of peer connection can also contribute to student reluctance to participate and can increase their discomfort in the online class setting, and this seems to be a notable consequence for many historically under‐represented students (Ke & Kwak, 2013; Kuo, 2014; Kuo & Belland, 2016; Williams, 2020):The findings are consistent with the literature discussed previously in that the nature of the interaction and teaching presence are crucial for deep approaches to the learning. This suggests that the quality of interaction (i.e.…”
Section: Introductionsupporting
confidence: 86%
“…A lack of peer connection can also contribute to student reluctance to participate and can increase their discomfort in the online class setting, and this seems to be a notable consequence for many historically under-represented students (Ke & Kwak, 2013;Kuo, 2014;Kuo & Belland, 2016;Williams, 2020):…”
Section: Instructional Impediments-factors That Limit Learning and En...mentioning
confidence: 99%
“…Many students do better in face‐to‐face classes than when taking the same class online; however, there are things an instructor can do that will improve student achievement, helping online students to be as successful as those in face‐to‐face classes (Francescucci & Rohani, 2019; Xu & Jaggars, 2013b). Three particularly effective instructional interventions include providing an orientation to online learning, helping to build student self‐efficacy, and establishing rapport with students (Fiock, 2020; Jaggars, 2011; Ke & Kwak, 2013; Prior et al, 2016; Williams, 2020; Xu & Jaggars, 2013b).…”
Section: Principles For Online Course Design and Instructionmentioning
confidence: 99%
“…In addition to clear instruction on how to fulfil requirements and engage in online courses, students also benefit from clear explanations of where to access support services. In online education courses, students do not always know that they have access to similar student supports as those in face‐to‐face classes (Jaggars, 2011; Williams, 2020). ‘Support services must be seamlessly integrated into the spaces in which students already live and work.…”
Section: Principles For Online Course Design and Instructionmentioning
confidence: 99%
“…Unfortunately, this barrier extends beyond overt microaggressions: Xu and Jaggars (2013) found that ‘the gap between Black and Asian student performance was much wider in online courses than it was in face‐to‐face courses’ (p. 17). Williams (2020) found that ‘Hispanic students were more likely than their peers in almost all cases to describe the problems, including staying motivated and not knowing where to get help for online courses’ (p. 28).…”
Educational technologies have the potential to expand access to education to a wider range of people, including those currently without access to highquality learning opportunities. However, this promise is largely unfulfilled (see S. Protopsaltis and S. Baum, Does online education live up to its promise? A look at the evidence and implications for federal policy, 2019, Center for Educational Policy Evaluation). Although technology can remove some barriers, it can also have the opposite effect, creating new inequalities. This meta-synthesis summarises the main findings from current research that documents both structural and instructional barriers; and proposes researchsupported best practices in online course design and instruction in order to promote greater student satisfaction and success.
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