Comparing STEM Students' Online Learning Experience between CSUSB and UCR
Presented by:
Joyce Fu, University of California, Riverside
Miranda Mclntyre, California State University, San Bernardino
Montgomery Van Wart, California State University, San Bernardino
Jesus Herrara, California State University, San Bernardino
Yunfei Hou, California State University, San Bernardino
Hani Aldirawi, California State University, San Bernardino
Abstract:
This study recruited over 1,100 CSUSB and UCR students in a variety of STEM disciplines to better understand the needs and preferences of students from the two Hispanic-Serving Institutions. While students agreed on some aspects of online learning, there were considerable institutional differences particularly in lectures, exams and inclusion. CSUSB students reported a stronger preference toward online exams and stronger feelings of belonging compared to UCR. Overall, the results highlight institutional differences in online instruction that reflect both student and university characteristics. These findings emphasize the importance of considering institutional needs and resources in "best practices" for online teaching.
Keywords:
Online Learning, Inclusion, Institutional Differences
Outcomes:
Assess students' experience of STEM online learning.
Compare the institutional differences.
Identify a few strategies to improve students STEM online learning experience.
Hear it from the author:
Audio Transcript:
To better understand STEM students' needs and preferences of online learning, this study recruited over 1,100 CSUSB and UCR students in a variety of STEM disciplines. Both universities are Hispanic-Serving Institutions, but CSUSB has a substantially larger concentration of Hispanic students. While students agreed on some aspects of online learning, there were considerable institutional differences particularly in lectures, exams and inclusion. For example: CSUSB students reported a stronger preference toward online exams, whereas UCR students reported greater use of optional study materials. CSUSB students reported stronger feelings of belonging in online classes compared to UCR. Overall speaking, the results highlight institutional differences that reflect both student and university characteristics. These findings emphasize the importance of considering institutional needs and resources in "best practices" for online teaching.
References:
Cottrell, Rebecca S.(2021). "Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning." Online Learning 25.3: 18-35.
Hou, Y., Muheidat, F., Ghasemkhani, A., Sun, Q., Qiao, H., McIntyre, M., Van Wart M. (2021). The Adaptation of Online Project-based Learning in Computer Engineering Education Settings. ICL2021. 1166-1173.
Van Wart, M., Anna N., Larry R., McWeeney T., and Worrell R.(2019) "A literature review and model of online teaching effectiveness integrating concerns for learning achievement, student satisfaction, faculty satisfaction, and institutional results." Pan-Pacific Journal of Business Research 10, no. 1 : 1-22.
Van Wart, M., Ni, A., Ready, D., Shayo, C., and Court, J. (2020). Factors Leading to Online Learner Satisfaction. Business Educational Innovation Journal, 12(1), 15-24.