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Direct linkWilliams-Dobosz, Destiny; Jeng, Amos; Azevedo, Renato F. L.; Bosch, Nigel; Ray, Christian; Perry, Michelle – Journal of Chemical Education, 2021
Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where…
Descriptors: Online Courses, Help Seeking, Disproportionate Representation, College Students
Download full textWilliams-Dobosz, Destiny; Jeng, Amos; Azevedo, Renato F. L.; Bosch, Nigel; Ray, Christian; Perry, Michelle – Grantee Submission, 2021
Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where…
Descriptors: College Students, Disproportionate Representation, STEM Education, Help Seeking
Jay, Victoria; Henricks, Genevieve; Anderson, Carolyn; Angrave, Lawrence; Bosch, Nigel; Williams-Dobosz, Destiny; Shaik, Naj; Bhat, Suma; Perry, Michelle – Grantee Submission, 2020
Underrepresented (UR) students face barriers to help-seeking in traditional classrooms. We predicted these barriers would be ameliorated online. We analyzed online course discussion boards and found UR students asked for help more often than non-UR students and women were more likely than men to ask for help explicitly at least once. Furthermore,…
Descriptors: Disproportionate Representation, Minority Group Students, Computer Mediated Communication, Discussion Groups
Henricks, Genevieve; Bhat, Suma; Perry, Michelle – Grantee Submission, 2020
Students' language in discussion forums in online courses can influence their participation and course outcomes. We examined aspects of gendered language to gain insight into men's and women's participation and success in two online science courses. Results revealed that women and men did not differ in their language use along traditionally…
Descriptors: STEM Education, Online Courses, Electronic Learning, Language Usage
Crues, R. Wes; Henricks, Genevieve M.; Perry, Michelle; Bhat, Suma; Anderson, Carolyn J.; Shaik, Najmuddin; Angrave, Lawrence – ACM Transactions on Computing Education, 2018
Massive Open Online Courses (MOOCs)--in part, because of their free, flexible, and relatively anonymous nature--may provide a means for helping overcome the large gender gap in Computer Science (CS). This study examines why women and men chose to enroll in a CS MOOC and how this is related to successful behavior in the course by (a) using k-means…
Descriptors: Online Courses, Computer Science Education, Persistence, Gender Differences
Williams-Dobosz, Destiny; Azevedo, Renato Ferreira Leitão; Jeng, Amos; Thakkar, Vyom; Bhat, Suma; Bosch, Nigel; Perry, Michelle – Grantee Submission, 2021
Little is known about the online learning behaviors of students traditionally underrepresented in STEM fields (i.e., UR-STEM students), as well as how those behaviors impact important learning outcomes. The present study examined the relationship between online discussion forum engagement and success for UR-STEM and non-UR-STEM students, using the…
Descriptors: Learner Engagement, Undergraduate Students, Student Improvement, Disproportionate Representation
