Exploring Factors That Promote Online Learning Experiences and Academic Self-Concept of Minority High School Students

• In Event: Marriott Roundtable Session 77
  In Roundtable Session: Continuous Improvement of Students’ Online Learning Experiences

Abstract

In this study, we examined factors that promote/hinder the learning experiences and academic self-concept of minority high school students in an online. Qualitative interviews were conducted with twenty-four African American, and sixteen Hispanic high school students. The results showed that collaborative learning activities, access to resources, time convenience, student-teacher interactions, student-student interactions, improved academic behavior, and parental support helped to enhance online learning experiences and academic self-concept of the minority students. On the contrary, the lack of social presence, and the lack of cultural inclusion in course content constrain online learning experiences and academic self-concept of the students. Implications for teaching minority high school students in online environment, as well as suggestions for future research are provided.

Authors

• Alex Kumi-Yeboah, University at Albany - SUNY

• James Dogbey, Texas A&M University - Corpus Christi