The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context
The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context
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在线 STEM 课堂——谁成功了？探索社区大学背景下种族、性别和非传统学生特征的影响
DOI：
10.1177/0091552115571729
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发表时间：
2015
影响因子：
1.3
通讯作者：
A. Hachey
中科院分区：
文献类型：
--
作者：
Claire Wladis;Katherine M. Conway;A. Hachey
目的：本研究分析了种族，性别和非传统学生的特征如何与社区学院科学，技术，工程和数学（STEM）课程的在线与面对面结果差异相关。方法：这项研究以东北部一所大型城市社区大学的3，600名学生为样本，他们参加了在线和面对面课程，并与课程、讲师和学期相匹配。使用成功完成课程的比率（具有“C-”或更高）来衡量结果。多层次逻辑回归和倾向得分匹配被用来控制课程之间的未观察到的异质性和学生特征的差异。结果如下：在成功完成课程方面，年龄较大的学生在网上的成绩明显好于预期，而女性在网上的成绩明显差于预期（尽管不比男性差），这是基于她们在可比的面对面课程中的成绩。在线媒体和种族之间没有显着的相互作用，这表明尽管黑人和西班牙裔学生在STEM课程中的平均成绩可能比他们的白色和亚洲同龄人在线和面对面的成绩差，但在线环境并没有增加这种差距。贡献：这些发现表明，STEM课程的女性和年轻学生可能需要在线环境中的额外支持。未来的研究需要（a）探讨刻板印象威胁或儿童保育责任等因素是否会影响女性参加在线STEM课程的结果，（B）确定哪些特征（例如，高年级学生的学习动机、自我导向学习技能（包括学习动机、自我导向学习技能）可能使他们特别适合在线环境。
Objective: This study analyzes how ethnicity, gender, and non-traditional student characteristics relate to differential online versus face-to-face outcomes in science, technology, engineering, and mathematics (STEM) courses at community colleges. Method: This study used a sample of 3,600 students in online and face-to-face courses matched by course, instructor, and semester from a large urban community college in the Northeast. Outcomes were measured using rates of successful course completion (with a “C−” or higher). Multilevel logistic regression and propensity score matching were utilized to control for unobserved heterogeneity between courses and for differences in student characteristics. Results: With respect to successful course completion, older students did significantly better online, and women did significantly worse (although no worse than men) online, than would be expected based on their outcomes in comparable face-to-face courses. There was no significant interaction between the online medium and ethnicity, suggesting that though Black and Hispanic students may do worse on average in STEM courses than their White and Asian peers both online and face-to-face, this gap was not increased by the online environment. Contributions: These findings suggest that both women and younger students in STEM courses may need extra support in the online environment. Future research is needed (a) to explore whether factors such as stereotype threat or child care responsibilities affect the outcomes of women in online STEM courses, and (b) to determine which characteristics (e.g., motivation, self-directed learning skills) of older students may make them particularly well suited to the online environment.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J