How online learning can support student equality

Despite increases in college and university enrollment nationally, historically marginalized student populations continue to lag behind in retention and completion, underscoring institutional shortcomings in student success.

Every Learner Everywhere, a network of organizations focused on student success, conducted a 2022 study on the impact of digital learning tools on minority and poverty-stricken students (specifically Black, Latinx, Indigenous, low-income, and first-generation students). They found a general gap in the practices and tools that support these students’ success.

Through interviews with a dozen college and university professors, the group identified promising practices that implemented existing, free or low-cost tools to close gaps.

In addition to students earning higher grades, professors noted a greater sense of community and connection in the classroom as a result of their practices. Read about three of these initiatives, as shared in the report.

1. Jackson State University: Online Exit Ticket

During the fall 2023 semester, professor Stephanie Baxter implemented a digital polling tool, Poll Everywhere, in her quantitative reasoning course to collect exit tickets from her students at the end of class.

To use the platform, students scan a QR code and enter their first and last name, then answer the question related to that day’s lesson. The platform allows Baxter to display the correct answers to the class, highlighting what students learned that day or giving her the chance to correct misconceptions if needed. It also worked as an attendance tracker.

Some of the feedback Baxter received from students was that the tool was useful and helped solidify their understanding of the course content. From Baxter’s own observations, students were more likely to discuss questions with their peers and were proud that they had a high correct answer rate as a class.

In fall 2022 and spring 2023, Quantitative Reasoning had a failure rate of 31 percent and 50 percent, respectively. In fall 2023, only 8 percent of students failed the course, and the majority received an A or a B. The students who took the course were non-STEM majors and were all African American.

2. Claflin University: Video feedback

Biology professor Nicholas Panasik uses a peer-teaching method to improve students’ knowledge of course content and help them develop their public speaking skills.

Panasik first records himself giving a lecture with Flip, and then students record a 10-minute video of themselves teaching that topic to the rest of the class. Panasik responds with a feedback video, recording himself watching and commenting on both their scientific answers and their presentation and speaking style.

Any student who gets an A on their video will have their presentation shown in class.

Students were initially hesitant to participate because they were unsure about their speaking skills and because they were being recorded, Panasik told researchers. But over time, feedback helped improve their ability to teach and their confidence in doing so.

The peer teaching method has several benefits, both anchoring important topics in students’ understanding and creating a sense of community among students. The practice is also beneficial for students’ professional development, improving communication and presentation skills.

Course outcomes data showed increased learning among students who participated in peer teaching. On exam questions related to the peer teaching videos, students scored 12 percent higher on average, compared to topics not covered in the peer teaching videos. Surveys also showed that students felt they had more one-on-one interaction with their professor compared to a physical course and that the technology made them feel more engaged.

3. University of Central Florida: Personalized OERs

For UCF professors Anne Prucha and Kacie Tartt, finding Spanish course content that was motivating for a group of students with varying levels of language proficiency was a challenge.

Students’ knowledge of Spanish varies, either because they learned Spanish in high school or because they grew up in a Spanish-speaking community. This was not reflected in the curriculum. Instead, it was assumed that students had no previous exposure to the language.

To personalize the content, the professors used adaptive learning software, Realizit, which integrates open educational resources (OERs) into the curriculum.

The software allows Prucha and Tartt to track students’ progress as they move through the course at their own pace. In addition, the OER materials provide teachers with more options to select appropriate, relevant, and engaging content.

The digital tool reduced the cost of course materials from about $300 to $30 for students taking courses in a hybrid format — it was free for fully online students. This has improved withdrawal and failure rates and increased student satisfaction with the course.

Do you have an academic success tip that can help others promote the success of their students? Tell us.