The strength of a tigress: an examination of Latina first-generation college students’ tenacity during the rapid shift to remote learning

Killham, Jennifer E.; Estanga, Luisa; Ekpe, Leslie; Mejia, Brittany

doi:10.1080/15391523.2021.1962450

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…Through student surveys, multiple researchers confirmed that URM and first-generation students experience greater family obligations and responsibilities (Cochrane & Maposa, 2018;Vielma & Brey, 2021), especially during the COVID-19 pandemic (Barber et al, 2021;Fariña et al, 2021;Killham et al, 2022;Kimble-Hill et al, 2020;Shapiro et al, 2020;Zalaznick, 2020). These family obligations manifested in various ways, including expectations to help siblings with their own online coursework (Barber et al, 2021) and serving as caregivers for young or elderly family members (Fariña et al, 2021;Zalaznick, 2020).…”

Section: Family Obligationsmentioning

confidence: 99%

Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

Gardner¹,

Leary²

2023

OLJ

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First-generation and underrepresented minoritized(URM) studentsmay have greater challenges in online learning than other students. Communities of support can help these highly motivated students be more engaged and successful in the remote learning environment. In this scoping literature review, we identified fifteen categories of first-generation and URM student challenges in online learning as found in peer-reviewed research of the last ten years. We placed these challenges within the Student Engagement model and found them to be barriers of student engagement. The results of our analysis may help guide practitioners and educators in the continuance or creation of theoretically grounded interventions for student support.

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Section: Family Obligationsmentioning

confidence: 99%

Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

Gardner¹,

Leary²

2023

OLJ

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“…Many barriers, however, could be attributed to the lack of institutional preparation. These included teachers' limited knowledge of appropriate pedagogical models and educational technologies, students' limited ability to navigate in a digital education environment and to work independently, and an institutional lack of structures for supporting staff and students in online learning (Bolliger & Martin, 2021;Cranfield et al, 2021;Iglesias-Pradas et al, 2021;Killham et al, 2021;De León, 2022;Martin et al, 2022). In particular, poor learner engagement was found to be one of the primary factors impacting learning and a key consideration for the future.…”

Section: Literature Review: the Need For A Learning Environment Frame...mentioning

confidence: 99%

The Holodeck model, learning environments, and resilience in higher education

Webb,

Brotto,

Dinnen

et al. 2023

APUBS

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This paper proposes a flexible framework for developing asynchronous online learning environments for multidisciplinary contexts at an Australian university. The project addresses the need to build organisational resilience following the fragility demonstrated by educational institutions during the emergency transition to online learning in 2020. The paper examines the challenges experienced by staff and students, the future implications and the potential of the Holodeck model of a learning environment in circumventing these barriers. The analysis of the strategies implemented through various educational technologies in criminology, teacher education, international relations and research methodology, demonstrated its applicability in diverse academic fields. The paper promotes the capacity of the Holodeck-based framework to provide systematic support structures for university online and on-campus programs, and, consequently, to develop institutional resilience in multidisciplinary university contexts. The paper also outlines the next phase of the project, focusing on a student perspective of the use of the Holodeck model.

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“…E-learning recreates a virtual learning space to enhance the efficiency and effectiveness of the learning experience in the absence of physical spaces. Therefore, this forced transition (due to to online learning spaces has awakened interest in the conversations around the antecedents or individual characteristics of technology adoption and the digital readiness of every stakeholder and institution, and how educational organisations have responded to the unprecedented disruption by the pandemic (Killham et al, 2021). Research on online work arrangements have focused on the outcomes of different types of online work (Raghuram et al, 2019); however, the adoption of online technology among employees has received little attention (Makarius and Larson, 2017).…”

Section: Introductionmentioning

confidence: 99%

Forced transition to technology: role of self-efficacy and big five personality variables in the adoption of technology

Tripathi

Upadhyay

Das

2022

IJEM

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PurposeThe present study is mainly concerned with investigating the migration to online learning under the coronavirus disease 2019 (COVID-19) pandemic and analysing the adoption of technology in the context of Indian educational organisations. The purpose of the paper is to identify aspects that explain and predict the adoption propensity of new technology by users as a dependent variable, with perceived usefulness (PU) and perceived ease of use (PE) as independent variables and personality and self-efficacy as the moderator variables.Design/methodology/approachAn online as well as offline survey is collected from N = 202 employees (teachers/faculty) from private (N = 97) and public (N = 105) educational organisations located in India. A conceptual model of technology adoption is developed and validated, measuring the impact of Big Five personality factors and self-efficacy on technology adoption.FindingsResults of moderation analysis suggest that personality traits moderate the relationship between PU, PE and acceptance of technology (TAP).Originality/valueThe present research uniquely contributes to the limited literature on the role of personality and self-efficacy in adopting technology and the outcomes. Furthermore, the research captures the theoretical and practical understanding of the PU, PE and TAP link in educational organisation and COVID-19 context.

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The strength of a tigress: an examination of Latina first-generation college students’ tenacity during the rapid shift to remote learning

Cited by 5 publications

References 23 publications

Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

Online Learning for First-Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

The Holodeck model, learning environments, and resilience in higher education

Forced transition to technology: role of self-efficacy and big five personality variables in the adoption of technology

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