Abstract
Underrepresented (UR) students face barriers to help-seeking in traditional classrooms. We predicted these barriers would be ameliorated online. We analyzed online course discussion boards and found UR students asked for help more often than non-UR students and women were more likely than men to ask for help explicitly at least once. Furthermore, not help-seeking was related to worse course grades. These results suggest the online setting may decrease barriers to help-seeking for underrepresented students.
Original language | English (US) |
---|---|
Title of host publication | 14th International Conference of the Learning Sciences |
Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
Editors | Melissa Gresalfi, Ilana Seidel Horn |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 809-810 |
Number of pages | 2 |
Volume | 2 |
ISBN (Electronic) | 9781732467262 |
ISBN (Print) | 9781732467255 |
DOIs | |
State | Published - Jun 2020 |
Event | International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences - Vanderbilt University, Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 Conference number: 14 |
Publication series
Name | Computer-Supported Collaborative Learning Conference, CSCL |
---|---|
Volume | 2 |
ISSN (Print) | 1573-4552 |
Conference
Conference | International Conference of the Learning Sciences |
---|---|
Abbreviated title | ICLS 2020 |
Country/Territory | United States |
City | Nashville |
Period | 6/19/20 → 6/23/20 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education