Humanizing Online Learning with a series of brains, each in a different color representing the diverse needs of students
image credit: Emilio Garcia on Flickr CC-BY-NC

Growing Online Learning • Illinois Community Colleges Online • February 12, 2020

Thank you for inviting me to present the keynote for Growing Online Learning 2020. I hope my presentation resonated with you in some way and you continue to reflect on at least one key strategy or concept you might consider implementing into your class or your work.

Below you will find resources that were noted in my presentation, in addition to others that are relevant to the topic.  I welcome your comments and questions at the bottom of the page.

best,

Michelle

Online Articles, Reports & Podcast Episodes

Toolkits & Other Goodies

Instructional Examples

Research

Barnett, Elisabeth A. 2011. “Validation Experiences and Persistence among Community College Students.” The Review of Higher Education 34 (2): 193–230.

Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203.

Canning, E. A., Muenks, K., Green, D. J., & Murphy, M. C. (2019). STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes. Science Advances, 5(2). doi: 10.1126/sciadv.aau4734

Delmas, P. (2017, May 31). Using VoiceThread to create community in online learning. Association for Educational Communications & Technology.

Estrada, M., Eroy-Reveles, A., & Matsui, J. (2018). The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Social issues and policy review12(1), 258- 297.  doi:10.1111/sipr.12046

Gelbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntyre, J., & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 103(3), 343-352. http://dx.doi.org/10.1037/eduu0000042

Harris, F. and Wood, J. L. Teaching and learning for men of color in the community college.

Hammond, Z. LL. (2014). Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Publishers.

Jaggars, S. S. & Xu, D. (2016). How do online course design features influence student performance?, Computers & Education, 95, 270-284.

Jaggars, S. S. & Xu, D. (2015). Predicting Online Student Outcomes from a Measure of Course Quality, working paper.

Jaggars, S. S. (2014). Democratization of education for whom? Online learning and educational equity, Association of American Colleges and Universities, 17(1). 

Jaggars, S.S. (2014). Choosing between online and face-to-face courses: Community college student voices, American Journal of Distance Education, March: 28(1), 27-38.

James, S., Swan, K., & Daston, C. (2015). Retention, Progression and the Taking of Online CoursesOnline Learning, 20(2).

Kaupp, R. (2012). Online penalty: The impact of online instruction on the Latino-White achievement gap. Journal of Applied Research in the Community College,19(2), spring, 8-16.

Munoz, S. & Rendon, L. (2011). Revisiting validation theory: Theoretical foundations, applications, and extensions. Enrollment Management Journal. 5. 12-33.

Pacansky-Brock, M. (2014). Learning out loud: Increasing voluntary voice comments in online classes. In Lowenthal, P., York, C., & Richardson, J. (Eds.), Online learning: Common misconceptions, benefits, and challenges. Nova Science.

Rendon, L. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19(1), pp. 33-51.

Rozek, C. S., Ramirez, G., Fine, R. D., & Beilock, S. L. (2019, January 29). Reducing socioeconomic disparities in the STEM pipeline through student emotion regulation. PNAS, 116(5), 1553-1558. https://doi.org/10.1073/pnas.1808589116

Teaching Men of Color in the Community College, course readings from the Center for Organizational Responsibility and Advancement (CORA) at Canada College.

Wood, L. (2014). Apprehension to engagement in the classroom: perceptions of Black males in the community college. International Journal of Qualitative Studies in Education. 27(6), 785-803.

Xu, D., & Jaggars, S. S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633-659

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