Examining the Effects of Online Distance Education on African American Students' Perceived Learning

Lamont A. Flowers
Lawrence O. Flowers
Tiffany A. Flowers
James L. Moore III

Abstract

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).

Keywords

Annotation

Not Available

APA Citation

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.

About the Study

Links to Article http://r06hz3u8gz3tbxnb43tqsd10.wpengine.netdna-cdn.com/wp-content/uploads/sites/8/2015/03/R8UR72304851U2211.pdf
Mode Online
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
Peer-Reviewed Unknown
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
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