Research
Abstract:
This study aims to investigate NKU student, faculty, and staff experiences, perception and awareness of racial and ethnic diversity in an online learning environment, and how to best incorporate racial and ethnic diversity into pre-existing university curriculum. University students, faculty, and staff must develop cultural competency, regardless of field of study, as racial and ethnic minorities will make up the majority of the US population by the 2050s. Curriculum should be designed to provide diverse instruction, as cultural background influences the development of student learning styles, and students must be prepared to enter an increasingly diverse workforce.
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Reference from: Majeski, R. A., Stover, M., Valais, T., & Ronch, J. (2017). Fostering Emotional Intelligence in Online Higher Education Courses. Adult Learning, 4, 135.
Database: EBSCO
Reference from: Kumi-Yeboah, A., Kim, Y., Sallar, A. M., & Kiramba, L. K. (2020). Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments. Online Learning, 24(4), 42–63.
Database: EBSCO
Purpose/Objectives/Research/Focus of Study: This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms.
Population/Participants/Subjects: Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions: Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments?
Research Design: This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom (Ashong & Commander, 2012; Jung & Gunawardena, 2014).
Findings/Results: The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education—support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning.
Conclusions and Recommendations: Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education.
Reference from: Kumi Yeboah, A., Dogbey, J., Yuan, G., & Smith, P. (2020). Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges. Teachers College Record, 122(7).
Database: Google Scholar
Abstract:
Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to
influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom.
Reference from: Tapanes, M. A., Smith, G. G., & White, J. A. (2009). Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity. The Internet and Higher Education, 12(1), 26–34. https://doi.org/10.1016/j.iheduc.2008.12.001
Database: Google Scholar
Abstract:
Using a sample of 812 students who were enrolled exclusively in online courses, this study investigated the extent to which engagement in various elements of the college experience contributed to their learning. A supportive learning environment was the strongest predictor of learning in all three domains measured in the study. Faculty feedback that prompted greater effort on the part of the student was also an important predictor of learning.
Reference from: Lundberg, C. A., & Sheridan, D. (2015). Benefits of Engagement with Peers, Faculty, and Diversity for Online Learners. College Teaching, 63(1), 8–15. https://doi-org.northernkentuckyuniversity.idm.oclc.org/10.1080/87567555.2014.972317
Database: EBSCO
Abstract:
This article reports the findings of a case study that investigated the perceptions of international students regarding the impact of cultural differences on their learning experiences in an online MBA program. The study also revealed that online instructors need to design courses in such a way as to remove potential cultural barriers, including language, communication tool use, plagiarism, time zone differences and a lack of multicultural content, which may affect international students’ learning performances. The study indicates that a culturally inclusive learning environment needs to consider diversity in course design in order to ensure full participation by international students.
Reference from: Liu, X., Liu, S., Lee, S.-h., & Magjuka, R. J. (2010). Cultural Differences in Online Learning: International Student Perceptions. Educational Technology & Society, 13(3), 177–188.
Database: Google Scholar
Abstract:
As the number of adults participating in online learning continues to grow, it is important that adult educators, curriculum designers and the administrators of those programs understand the nature and characteristics of the adult learners filling those programs. Just as there are concerns about the efficacy of learning within traditional classrooms, there needs to be equal concerns about the effectiveness of learning in the online environment. An important question to be addressed--What is the significance of race, ethnicity and gender in the online learning environment?
Reference from: Palmer, G. A., Bowman, L., & Harroff, P. (2013). Literature Review: Barriers to Participation in the Online Learning Environment: The Role of Race and Gender. Adult Education Research Conference.
Database: Google Scholar
Abstract:
In this paper we investigate some of the ways that cultural and linguistic differences manifest themselves in global online learning environments. We start from the position that the providers of educational opportunity across national and geographic boundaries have a responsibility to consider how their materials and practices can help to promote cross‐cultural understanding. We discuss some of the negative implications of taking a ‘centre and periphery’ view of participants in an internationally‐marketed online MA program, but offer some data on student performance to justify using that perspective to initiate a more in‐depth investigation of their experience of cross‐cultural interaction during the courses. We present some of the outcomes of a qualitative study of student talk about these issues, and identify the topics of ‘cultural otherness’, ‘perceptions of globality’, ‘linguistic difference’, and ‘academic convention’ as focal constructs around which their experiences could be recounted. We discuss how to interpret these narratives, in terms of our aim of promoting cross‐cultural understanding through online education, and also in terms of action needed to address perceived inequalities in the educational opportunity offered by the courses as they stand.
Reference from: Alalshaikh, S. (2015). Cultural Impacts on Distance Learning, Online Learning Styles, and Design. Quarterly Review of Distance Education, 16(3), 67–75.
Database: Google Scholar
Abstract:
This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.
Reference from: Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Database: EBSCO
Abstract:
Given that racial and ethnic minorities will comprise the majority of the U.S. demographic population by the 2050s, it is imperative that faculty and staff develop a level of cultural competence to effectively provide all students with a well-rounded classroom learning experience suitable for an increasingly diverse workforce. Previous research has suggested online learning as one effective way to engage university faculty and staff in their development of cultural competence in spite of time and resources constraints. However, little is known about the types of communicative processes in computer-mediated learning spaces that allow for transformative learning. In this qualitative research study, we draw on Mezirow’s transformative learning theory to explore how cultural competence is developed as faculty and staff interact and share stories about their experiences, perspectives, and beliefs in relation to other racial and ethnic groups. A key finding in our study is that faculty and staff reported having a better understanding of unconscious bias, microaggressions, and privilege, as well as a desire to take action to help ensure a more inclusive environment in their professional and personal spheres of influence. This study yields valuable insights for academics, diversity and inclusion educators, and practitioners alike.
Reference from: Hutchins, D., & Goldstein Hode, M. (2019). Exploring faculty and staff development of cultural competence through communicative learning in an online diversity course. Journal of Diversity in Higher Education. https://doi-org.northernkentuckyuniversity.idm.oclc.org/10.1037/dhe0000162
Database: EBSCO
Abstract:
Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students' learning experiences and academic performance in online environments. This study explored instructors' perspectives on designing a cross-cultural collaborative online learning framework. Particularly, instructional strategies that promote designing a cross-cultural collaborative online learning framework. It also investigated challenges instructors face in designing a cross-cultural collaborative online learning framework. Drawing on collaborative online learning theory, this study analyzes qualitative interview data and online activities of 40 online instructors from two universities. Results show the following themes: (a) instructional strategies that facilitate crosscultural collaborative online learning, namely, group work, self-introductions and cultural awareness activity, computer-supported collaborative learning activity, the inclusion of global examples, and internationalized curriculum and (b) challenges of designing a cross-cultural collaborative online learning framework and teaching diverse learners. Findings suggest the need for online instructors to be trained in the best pedagogical practices to promote cross-cultural collaborative activities in online learning environments.
Reference from: Kumi-Yeboah, A. (2018). Designing a Cross-Cultural Collaborative Online Learning Framework for Online Instructors. Online Learning, 22(4), 181–201.
Database: EBSCO
Abstract:
Diversity education is increasingly recognized as important to the health of a university, however, little empirical work has examined the intergroup processes at play and the effectiveness of online diversity education on college students. This research utilized a repeated-measures mixed factorial design to examine the implicit and explicit effects of online diversity education delivered at a large public university during the course of a semester. The study design was informed by intergroup contact, social identity, and computer-mediated communication research. Findings contribute to theorizing about intergroup processes in the reception of and learning from diversity education and point to practical avenues for employing online diversity education in higher education. Recommendations are made for practitioners interested in designing and delivering diversity training online in an interactive learning environment.
Reference from: Behm-Morawitz, E., & Villamil, A. M. (2019). The roles of ingroup identification and implicit bias in assessing the effectiveness of an online diversity education program. Journal of Applied Communication Research, 47(5), 505–526. https://doi-org.northernkentuckyuniversity.idm.oclc.org/10.1080/00909882.2019.1678761
Database: EBSCO
Abstract:
The ability to integrate online and engage in the mutual learning process with peers and instructors from multicultural backgrounds often poses a challenge for English as a second language (ESL) students. Al-Harthi (2005) and Liu et al. (2010) both shared that cultural and language differences have a negative impact on students' engagement in online courses and lead to poor academic acculturation. Learning styles are developed from cultural patterns and affect a student's approach toward and inclination to specific modes of online learning (Speece, 2012). Online education moves students from reliance on verbal communication to written and nonverbal engagement; this change is considered to be a more difficult language-production task than speaking, particularly for those who come from cultures in which verbalization is ingrained (Al-Harthi, 2005). This literature review aims to examine the evidence related to ESL students engaging in higher education online. The ultimate goal is to understand current themes, identify gaps, and provide recommendations for educators of online students who speak ESL.
Reference from: Sailsman, S. (2020). ESL Students Learning Online: A Review of Literature. Quarterly Review of Distance Education, 21(1), 45–51.
Database: EBSCO
Abstract:
The growing diversity in U.S. society encourages the need for culturally competent healthcare professionals to provide optimal services to a diverse population. This increasing diversity also brings greater awareness to health disparities among distinct subgroups of the U.S. population. Addressing health disparities in the USA will require a multidimensional approach from various sectors, including the field of education. Developing health disparities curricula can help cultivate conscious future health practitioners. Faculty development programs can be integral in equipping faculty to develop curricula on and teach students about health disparities. With a growth in online learning and in the number of adult learners within the health professions field, it is important to design online curricula to prepare students to engage with diverse populations with varied healthcare needs. The purpose of this paper is to describe faculty efforts to teach and evaluate health disparities-related education in an online graduate course on cultural competence in Public Health practice.
Reference from: Njoku, A., & Baker, U. (2019). Teaching about Cultural Competence and Health Disparities in an Online Graduate Public Health Course. Journal of Health Disparities Research & Practice, 12(2), 14–39.
Database: EBSCO
Abstract:
This article covers a topic related to increases in the existing heterogeneity of the university student population, specifically in virtual learning environments. There is a growing concern for offering training alternatives that include all students. As the first step in a line of research related to quality, equity, and inclusion in e-learning, we aim to identify emerging trends in research on inclusive virtual education (IVE) at the higher education level and how inclusion is conceptualized. Our goal is to provide ideas on future research topics and raise issues for further exploration. This research was conducted through a systematic review of articles published in the last decade in the WOS and Scopus databases. Upon reflection, we suggest the need for inclusive e-learning educational designs with greater emphasis on human diversity in all of its complexity. By doing so, we may be able to contribute to increasing the equality of educational opportunities and overcoming the barriers that restrict the access, continuity, and successful exit of the entire student population, regardless of their individual learning needs.
Citation: Fermín-González, M. (2019). Research on Virtual Education, Inclusion, and Diversity: A Systematic Review of Scientific Publications (2007- 2017). International Review of Research in Open & Distance Learning, 20(5), 146–167.
Database: EBSCO
Abstract:
This study examines factors related to student self-efficacy beliefs in on-line groupwork. Participants in this study were 204 graduate students taking an online graduate-level course from a public university in the Southeast United States of America. Two-level hierarchical linear models were used to examine predictors of the students' self-efficacy. Three student-level variables were found to be related to groupwork self-efficacy: individual's willingness to handle groupwork challenge, trust relationship, and leadership influence. At the group level, the group's willingness to handle groupwork challenge was positively related to individual student's groupwork self-efficacy. Discussions of the findings suggest that leadership is important for groupwork. Instructors of online courses are recommended to design high-quality group projects that are purposeful, meaningful, challenging, and engaging. Communications between group members are also recommended to build trust. Implications of the findings to online learning and instruction as well as directions for future research are presented.
Reference from: Du, J., Fan, X., Xu, J., Wang, C., Sun, L., & Liu, F. (2019). Predictors for students’ self-efficacy in online collaborative groupwork. Educational Technology Research & Development, 67(4), 767–791. https://doi-org.northernkentuckyuniversity.idm.oclc.org/10.1007/s11423-018-9631-9
Database: EBSCO
Abstract:
The term diversity can be operationalized demographically (in terms of physical or external characteristics such as race, gender, ethnicity and nationality) or intellectually (in terms of mental phenomena such as viewpoints, beliefs, ideas and political opinion). This work examines the context in which the concept of diversity is used by 50 US elite universities in their online institutional presence. Distributional semantics theory is leveraged to quantify semantic similarity between linguistic items based on their distributional properties in a large sample of language data taken from universities online profiles. The language modelling is carried out using Word2vec, a state-of-the-art machine learning model widely used by the natural language processing community to create vector representations of words (i.e. word embeddings). The model uses a neural network trained to reconstruct the linguistic context of words in the training corpus. As a by-product of the training objective, word2vec embeds words into a learned vector space where words that share common contexts and thus semantic meaning according to the distributional hypotheses, are located in close proximity to one another. A quantitative analysis of cosine similarities between word vectors derived from the corpus of text retrieved from universities online institutional profiles shows that the diversity concept is much closer to demographic operationalisations of diversity such as race, gender, ethnicity or nationality than to intellectual ones such as viewpoints, values, beliefs or political orientation. That is, the universities studied tend to use the word diversity predominantly in its demographic denotation to refer to variety of external appearance instead of to variety of mental phenomena. This is significant in light of the severe lack of ideological diversity in universities across the US, with the vast majority of faculty leaning left of center. Universities emphasis on the usage of the term diversity to denote demographic subtypes of diversity could be indicative of a majority power structure in the Academy which tries to hinder the fostering of viewpoint diversity by steering diversity efforts towards demographic interpretations of the word. At the very least, the results of this work suggest that universities, as judged from the way they use language in their own online institutional profiles, prioritize demographic types of diversity around variety of external appearance cues over intellectual heterogeneity.
Reference from: Rozado, D. (2019). Using Word Embeddings to Analyze how Universities Conceptualize “Diversity” in their Online Institutional Presence. Society, 3, 256.
Database: EBSCO
Abstract:
Purpose
The purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.
Design/methodology/approach
This qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments.Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.
Findings
Data analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronicity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.
Research limitations/implications
The study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.
Originality/value
There is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.
Reference from: Montelongo, R., & Eaton, P. W. (2019). Online learning for social justice and inclusion. The International Journal of Information and Learning Technology, 37(1-2), 33–45. https://doi.org/10.1108/ijilt-11-2018-0135
Database: Google Scholar
Abstract:
Societal demographics are rapidly changing and driving the need to develop a culturally aware and sensitive nursing workforce. Nursing faculty are essential to transform academic and healthcare settings into culturally responsive environments. Yet, there isn't a “one size fits all” plan for faculty to foster diversity and inclusion (D&I) within academic nursing. For instance, cultural humility best practices in academia are limited as D&I interventions historically focus on cultural competency. Cultivating cultural humility exceeds developing cultural competency. Cultural humility incorporates elements of self-reflection/critique (acknowledging assumptions and beliefs), learning from others (listening and being open), and partnership-building (gaining appreciation and respect), all of which encompasses a life-long process. The purpose of this paper is to outline the development of an online D&I communication platform for a college of nursing. We present lessons learned and helpful recommendations for others promoting culturally responsive educational environments. This work is important as limited literature exists outlining the development of online communication platforms where faculty, students, and staff can foster cultural humility. Adopting cultural humility into the fabric of the college of nursing
can lead to open communication, a greater understanding of one another, and an opportunity to improve relationships with diverse individuals and patient populations.
Reference from: Sumo, J., Staffileno, B. A., Warner, K., Arrieta, M., & Salinas, I. (2021). The development of an online diversity and inclusion community: Promoting a culture of inclusion within a college of nursing. Journal of Professional Nursing, 37(1), 18–23. https://doi.org/10.1016/j.profnurs.2020.10.002
Database: EBSCO
Abstract:
Online education is continuing to grow in popularity with students with more and more institutions offering fully online degrees. In addition, online education potentially offers a color free environment where students are less likely to be judged by race and treated more equally as this is one of the benefits of online education. However, African American male students are not as likely to enroll in online classes. This literature review examined factors related to African American male students and the online course environment including general characteristics of online learners, attrition rates among online courses, and gender gaps in both onsite and online courses within higher education. In addition, African American student online enrollment trends, characteristics of African American online learners, achievement gaps in both onsite and online courses within higher education, the influence technology and user skills as well as economics and academic influences that may have contributed to African American male online learners’ positive experience were reviewed.
Reference from: Salvo, S., Shelton, K., & Welch, B. (2017). African American Males and Online Education: A Review of the Literature. Online Journal of Distance Learning Administration, 20(4).
https://eric.ed.gov/?id=EJ1165792
