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Digital tools and engagement strategies can improve learning outcomes for students from marginalized groups, according to a recent report.
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Despite gains in enrollment rates in colleges and universities nationally, historically marginalized student groups continue to lag in retention and completion, highlighting institutional gaps for student success.
Every Learner Everywhere, a network of organizations focused on student success, conducted research in 2022 to gauge how digital learning tools can impact minoritized and poverty-affected students (specifically Black, Latino, Indigenous, low-income and first-generation students), and found a general gap in practices and tools that support these students’ success.
Through interviews with a dozen college and university professors, the group identified promising practices that implemented existing, free or low-cost tools to help close gaps.
In addition to finding that students were more likely to achieve higher grades, professors noticed a greater feeling of community and belonging in the classroom from their practices. Read about three of these initiatives, as shared in the report.
Methodology
Researchers conducted interviews with 12 instructors in May 2024, representing two- and four-year institutions in the U.S. Each instructor implemented at least one digital learning tool in their class, focused on improving learning outcomes for historically marginalized and underresourced students.
The case studies did not identify other significant changes made to teaching procedures that could have contributed to student success, such as curriculum change or availability of tutoring, so outcomes should be seen as correlated to, but not direct causes of, digital tools.
- Jackson State University: Online Exit Ticket
During the fall 2023 semester, Professor Stephanie Baxter implemented a digital polling tool, Poll Everywhere, in her quantitative reasoning course to collect exit tickets from her students at the end of class.
To use the platform, students scan a QR code and enter their first and last name and then respond to the question related to the day’s lesson. The platform allows Baxter to show the correct answers to the class, highlighting both what the students learned that day or giving her a chance to correct misconceptions as needed. It also worked as an attendance tracker.
Some of the student feedback Baxter gained was that the tool was convenient and helped solidify their understanding of course content. Through Baxter’s own observations, students were more likely to discuss questions with their peers and took pride in having a large correct response rate as a class.
In fall 2022 and spring 2023, Quantitative Reasoning had a 31 percent and 50 percent failure rate, respectively. In fall 2023, only 8 percent of students failed the course, and the greatest share received an A or a B. The students taking the course were non-STEM majors, and all were African American.
- Claflin University: Video Feedback
Biology professor Nicholas Panasik uses a peer-teaching method to improve students’ knowledge of course content and help them build public speaking skills.
Panasik first records himself delivering a lecture using Flip, and then students record a 10-minute video of themselves teaching that topic to the rest of the class. Panasik responds with a feedback video, recording himself watching and commenting on both their scientific answers and their presentation and speaking style.
Any student who earns an A grade on their video will have their presentation shared with the rest of the class.
Students were reluctant to participate at first, feeling unsure of their speaking skills and being recorded, Panasik shared with researchers. But over time, feedback helped improve their ability to teach and their confidence to do so.
The peer-teaching method has several benefits, both cementing key topics into students’ understanding and instilling a sense of community among learners. The practice also benefits students’ professional development, boosting communication and presentation skills.
Course outcomes data pointed to greater learning among students who engaged with peer teaching. On exam questions that related to the peer-teaching videos, students scored on average 12 percent higher, compared to topics that were not covered in peer-teaching videos. Postsurveys also highlighted that students felt they had more one-on-one interaction with their professor compared to an in-person course and that the technology made them feel more engaged.
- University of Central Florida: Personalized OERs
At UCF, finding Spanish course content that was motivating to a group of students with varying levels of proficiency was a challenge for professors Anne Prucha and Kacie Tartt.
Students had varying knowledge of Spanish, either due to taking classes in high school or growing up in Spanish-speaking communities, and this was not reflected in the curriculum, instead assuming students had no prior exposure to the language.
To personalize content, the professors adopted an adaptive learning software, Realizit, which incorporates open educational resources (OERs) into the curriculum.
The software allows Prucha and Tartt to monitor student progress as they self-pace through the course, and the OER materials expand opportunities for the instructors to select appropriate, relevant and engaging content.
The digital tool reduced the cost of course materials from around $300 to $30 for students taking courses in a hybrid format—it was free for fully online learners. This has improved withdrawal and failure rates and improved students’ satisfaction with the course.
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