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Full-Text Articles in Education
Diversity And Disconnection: Does An Online Setting Affect Student’S Understanding Of Privilege, Oppression, And White Guilt?, Shannon Mcqueen
Diversity And Disconnection: Does An Online Setting Affect Student’S Understanding Of Privilege, Oppression, And White Guilt?, Shannon Mcqueen
Political Science Faculty Publications
Should educators teach diversity courses in online formats? Courses covering sexism, racism, ethnocentrism, or homophobia are increasingly part of the curriculum requirements for college students. This study compares student surveys from six sections of the author’s introductory Diversity in Politics course; three of these sections are taught asynchronously online, and three are taught in a face-to-face setting. Results reveal no difference between online and face-to-face students’ understandings of privilege and oppression, sense of belonging, or white guilt. However, although all Republican students increased their understanding of privilege and oppression from this course, Republican students uniquely entered the course with less …
Why Our Words Matter: Promoting A Growth Mindset In Online Graduate Courses, Elodie Jones
Why Our Words Matter: Promoting A Growth Mindset In Online Graduate Courses, Elodie Jones
Advanced Education Programs Faculty Publications
In the research concerning the growth mindset utilized when evaluating academic persistence, Yeager states, “... to achieve, we need more than inborn ability—we need the right mindset. He [Yeager] studies how students and adults feel they belong and are respected, that their work is relevant and purposeful, and that they can overcome setbacks and continue to improve” (Mills). Through Yeager's combined research with other growth mindset researchers such as Carol Dweck and Angela Duckworth, their findings point to the idea that students must be allowed to explore, reflect, and create a level of self-awareness in their abilities to flourish while …
Designing For Accessibility In Online Learning: A Design Case, Mohan Yang, Victoria Lowell, Yishi Long, Tadd Farmer
Designing For Accessibility In Online Learning: A Design Case, Mohan Yang, Victoria Lowell, Yishi Long, Tadd Farmer
STEMPS Faculty Publications
Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide …