The Achievement Gap in the Asynchronous Online Classroom

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Rockinson-Szapkiw, A., Dunn, R. & Holder, D. (2010). The Achievement Gap in the Asynchronous Online Classroom. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 570-577). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/34694.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Authors

Amanda Rockinson-Szapkiw, Randall Dunn, David Holder, Liberty University, United States

Abstract

Higher Education administrators and educators seek to understand how to design and to facilitate online courses to ensure quality, culturally responsive online education for minority students for the purpose of closing the academic achievement gap. To determine if students’ social presence, cognitive presence, teacher presence, and perceived learning differ based upon ethnicity in the asynchronous learning environment, a one-way multivariate analysis of variance (MANOVA) was conducted. Results suggest that Latinos students have a higher sense of teaching presence than Caucasian students and no significant difference exist in students’ social presence, cognitive presence, teacher presence, and perceived learning based on ethnicity

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