Perceived Online Instructional Context and Learning Outcomes Among First-Generation and Continuing-Generation College Students

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division C - Section 3b: Technology-Based Environments Virtual Poster Session

Abstract

This study examined the impact of students’ perceived online instructional context, indicated by perceived instructor characteristics, instructional pedagogies, and instructional quality, on their perceived learning outcomes. We conducted Latent Profile Analysis (LPA) to classify participants into different groups of online instructional contexts based on perceived instructor characteristics, instructional pedagogies, and instructional quality. Next, we examined whether there is a difference in outcome variables across instructional contexts. Finally, we investigated whether first-generation college student status has a moderating effect on the investigated relationships. Our findings suggested that two latent groups existed in our sample, and the outcome variables varied significantly across the latent groups.

Authors

• Chia-Lin Tsai, University of Northern Colorado

• Samantha Estrada, University of Texas - Tyler

• Heng-Yu Ku, University of Northern Colorado

• Carlene Brown, University of Northern Colorado