Author:
Kristen Faye Linton, MSW, Ph.D.
California State University Channel Islands
kristen.linton@csuci.edu
Abstract
This study aimed to assess the differential outcomes of students at a Hispanic Serving Institution based on ethnicity, teaching modality, and pre-post pandemic. Descriptive statistics of students’ (N = 117) writing scores, course grades, and retention were reported. All student grades were best for the asynchronous modalities whether virtual or face-to-face. The Hispanic students’ grades were best in course sections with face-to-face interactions; they struggled more than others during the Covid-19 pandemic.
Keywords: teaching modality; blended teaching; higher education; virtual teaching; online teaching