The purpose of this study was to estimate the effects of online distance education on African American college students’ perceived learning in science courses. Results revealed that students taking traditional science courses self-reported greater affective and psychomotor learning gains than did students taking online distance education science courses. This study was supported by grants from the National Science Foundation (HRD-0811728 and HRD-1332555).
Flowers, L. A., Flowers, L. O., Flowers, T. A., & Moore III, J. L. (2014). Examining the effects of online distance education on African American students' perceived learning. Black History Bulletin, 77(1), 21-26.
|Links to Article||http://r06hz3u8gz3tbxnb43tqsd10.wpengine.netdna-cdn.com/wp-content/uploads/sites/8/2015/03/R8UR72304851U2211.pdf|
|Publication Type||Journal Article|
|In Publication||Black History Bulletin|
|Type of Research||Quantitative|
|Research Design||Survey research (qualitative or quantitative)|
|Intervention/Areas of Study||Course design, Efficacy or mode comparison|
|Level of Analysis||Student-level|
|Specific Populations Examined||Minority status|
|Specific Institutional Characteristics of Interest||Historically Black Colleges/Universities (HBCUs)|
|Specific Course or Program Characteristics||STEM|
|Outcome Variables of Interest||Learning effectiveness|
|Student Sample Size||200-299|