Online Help-Seeking Behavior and Responses to Requests for Help, for Students Underrepresented in STEM

• In Event: Technology, STEM Learning, and Contexts

Abstract

Help-seeking is an essential tool for student success, but students, especially those underrepresented in STEM (UR-STEM), may be reluctant to employ it. Understanding help-seeking in online courses is crucial for developing equitable learning environments where students can engage with a community of inquiry. We analyzed help-seeking behaviors and responses to requests for help in an online discussion forum, with attention to UR-STEM students. We found that requests for help were equally responded to regardless of how explicitly students appealed for help. Furthermore, we found that UR-STEM students requested and responded to help similarly and received help at greater rates than their non-UR-STEM peers. Results suggest that online courses may mitigate barriers to help-seeking.

Authors

• Destiny Williams-Dobosz, University of Illinois at Urbana-Champaign

• Victoria Jay, University of Wisconsin - Madison

• Vyom Thakkar

• Suma Bhat, University of Illinois at Urbana-Champaign

• Renato F.L. Azevedo, University of Illinois at Urbana-Champaign

• Genevieve Henricks, University of Illinois at Urbana-Champaign

• Carolyn J. Anderson, University of Illinois

• Lawrence Angrave, University of Illinois at Urbana-Champaign

• Nigel Bosch, University of Illinois at Urbana-Champaign

• Naj Shaik, University of Illinois at Urbana-Champaign

• Michelle Perry, University of Illinois Urbana–Champaign