What are the best practices for online student engagement among Hispanic-Serving Institutions? A narrative review
DOI:
https://doi.org/10.55420/2693.9193.v11.n1.29Keywords:
Hispanic-Serving Institutions, online student engagement, COVID-19, post-secondary education instructorsAbstract
The recent coronavirus disease-19 (COVID-19) pandemic has led many post-secondary education institutions to transition their in-person courses to a completely virtual format. Concerns have been raised about these institutions’ readiness to create a student-centered online learning environment. Historically, rates of student attrition and lack of student engagement within the online environment are higher among courses delivered virtually when compared with those delivered in-person. This adds to the concern that graduation rates among first-time, full- time Hispanic undergraduate students are lower than their White and Asian counterparts. Faculty and students often differ in their views regarding which pedagogical strategies improve student success in online environments. Theories addressing student engagement exist, but do not adequately address students of color or faculty teaching at Hispanic Serving Institutions (HSIs). The purpose of this review is to explore how post-secondary education instructors within HSIs, specifically, can increase learner engagement and improve course retention rates particularly at a time when many courses within post-secondary institutions are being delivered online. Recommendations based on available data will also be provided.
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