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Online vs. face-to-face instruction:...

Stanley, Bolling Craig, III.

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Online vs. face-to-face instruction: A comparison of engagement and gains for African-American and White students at predominantly White institutions.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Online vs. face-to-face instruction: A comparison of engagement and gains for African-American and White students at predominantly White institutions./
作者:	Stanley, Bolling Craig, III.
面頁冊數:	146 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3625940
ISBN:	9781321003536

Online vs. face-to-face instruction: A comparison of engagement and gains for African-American and White students at predominantly White institutions.
Stanley, Bolling Craig, III.

Online vs. face-to-face instruction: A comparison of engagement and gains for African-American and White students at predominantly White institutions. - 146 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2014.

This item must not be sold to any third party vendors.

Previous research has demonstrated that African-American students expend more effort and achieve less gain when compared to White students at Predominately White Institutions (PWIs) (Greene, Marti, & McClenney, 2008; Kugelmass & Douglas, 2011; Watson & Kuh, 1996). This phenomenon, referred to in the literature as the Effort Outcome Gap (EOG) (Greene, Marti, & McClenney, 2008), can be explained by Cultural Capital Theory (Bourdieu, 1986) which describes how inequities for minority students attending PWIs are perpetuated from generation to generation. These inequities require minority students to exert intercultural effort, which speaks to the additional effort that must be put forth to achieve and persist at PWIs (Dowd, Sawatzky, & Korn, 2011; Tanaka, 2002). The purpose of this study was to better understand how course delivery type and student race are related to student engagement and gains for first-year students attending four-year degree granting PWIs in the United States. A conceptual framework grounded in Cultural Capital Theory and the construct of Intercultural Effort was used to interpret the results.

ISBN: 9781321003536Subjects--Topical Terms:

641065
Higher education.

Online vs. face-to-face instruction: A comparison of engagement and gains for African-American and White students at predominantly White institutions.
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500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Shouping Hu.
502 $a Thesis (Ph.D.)--The Florida State University, 2014.
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520 $a Previous research has demonstrated that African-American students expend more effort and achieve less gain when compared to White students at Predominately White Institutions (PWIs) (Greene, Marti, & McClenney, 2008; Kugelmass & Douglas, 2011; Watson & Kuh, 1996). This phenomenon, referred to in the literature as the Effort Outcome Gap (EOG) (Greene, Marti, & McClenney, 2008), can be explained by Cultural Capital Theory (Bourdieu, 1986) which describes how inequities for minority students attending PWIs are perpetuated from generation to generation. These inequities require minority students to exert intercultural effort, which speaks to the additional effort that must be put forth to achieve and persist at PWIs (Dowd, Sawatzky, & Korn, 2011; Tanaka, 2002). The purpose of this study was to better understand how course delivery type and student race are related to student engagement and gains for first-year students attending four-year degree granting PWIs in the United States. A conceptual framework grounded in Cultural Capital Theory and the construct of Intercultural Effort was used to interpret the results.
520 $a This study examined whether or not there are differences in the relationships between course delivery type, student engagement, and student gains for African-American students and White students attending PWIs. Using a sample taken from the 2010 administration of the National Survey of Student Engagement (NSSE), multiple regression analysis was used to address the research questions posited by this study. Findings provide further evidence of the EOG between African-American and White face-to-face students attending PWIs. They also suggest that online course delivery may serve to mitigate intercultural effort for African-American students. Additionally, they demonstrate that online course delivery may benefit both African-American and White students in a way that face-to-face instruction does not. Finally, findings suggest that benefits associated with online course delivery are, for the most part, not differentially related to race. These findings have practical implications for higher education practitioners and administrators at PWIs.
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