EDUCATION SESSION Systematic Review And Environmental Scan On Digital Learning At Minority Serving Institutions Date: Tuesday, November 10th Time: 6:00 PM to 6:45 PM Conference Session: Concurrent Session 8 Session Modality: Virtual Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee) Co-presenter: Kate Lee-McCarthy (The Online Learning Consortium (OLC)) Track: Research, Evaluation, and Learning Analytics Location: Zoom Room 1 Session Duration: 45min Brief Abstract: Through the Every Learner Everywhere Partnership, the Online Learning Consortium (OLC) and the National Research Center for Distance Education and Technological Advancements (DETA) have completed a review of research done in online and digital learning at minority serving institutions and/or community colleges, with a focus on Black, Latinx and Tribal population outcomes. Come join us and learn about our findings, hear about the next steps in our process, participate in future research, and continue the conversation in equity and inclusion.

1. Minority Serving Institutions
(MSIs): Systematic Review
Tanya Joosten, Ph.D.,
Kate Lee-McCarthy M.A.
Event: Accelerate
Date: November 10, 2020
Time: 6:00-6:45PM ET
Location: Zoom Room 1

2. 2
What Is Every Learner
Everywhere?

3. Every Learner Everywhere
Every Learner Everywhere advocates
for equitable outcomes in U.S. higher
education through advances in digital
learning.
Our mission is to help institutions use
new technology to innovate teaching
and learning, with the ultimate goal of
improving student outcomes for Black,
Latinx and Indigenous students,
poverty-affected students, and first-
generation students.

4. Who Are We?
Tanya Joosten Ph.D.
DETA
Kate Lee-McCarthy M.A.
OLC
4
Partnering to improve student success through research and innovation

5. 5
Digital Learning
Innovations

6. Digital Learning Innovations
How do we define “innovations?”
▪ Identify trends and gaps in digital
learning & adaptive technology
▪ Identify ways to utilize and/or
address those trends and gaps
▪ Determine if they scalable? And if
we help make them scalable?
Step 1:
Environmental Scan
of Digital Learning
Innovations Trends
6

7. Digital Learning Innovation Trends
▪ Analysis of OLC DLI Award Winners from 2016 to 2018
▪ Environmental scan of digital learning peer reviewed research
conducted within the context of a postsecondary environment
from January 1, 2018 to September 1, 2019
▪ Environmental scan of popular media and organizations
including:
Industry leaders, national organizations advancing technology & learning,
prominent research centers, popular news and media outlets, funded initiatives, key
institutions, vendors or products of interest, and other key publications
7

8. Digital Learning Innovation Trends
2019 Report
7 Primary Trends
▪ Adaptive Learning
▪ OER
▪ Gamification & Game-Based
Learning
▪ MOOCs
▪ LMS & Interoperability
▪ Mobile Devices
▪ Design
3 Secondary Trends
▪ Blended
▪ Dashboards
▪ Virtual Reality
22 Honorable Mentions
8
#1 Finding:
More Research Needed

9. Honorable mentions
•Feedback
•Openness
•Access
•Equality equity, and achievement
gap
•Flexibility and efficiency
•Quality
•Student success and improving outcomes
•Research, data, and analytics
•Infrastructure and implementation
•Vendor and OPM partnerships
•Emerging models and models (online, blended,
competency-based)
•STEM and online labs
•Proctoring and academic honesty
•Pathways
•Faculty support and faculty development
•Organizational learning, how organizations work,
business models
•Blockchain
•Microcredentials, modularized degrees, and workforce
development
•Internationalization
•Digital literacy and fluency
•Active learning spaces
•Engagement, interactivity, humanizing
9

10. Digital Learning Innovations
Step 1
Environmental Scan of Digital
Learning Innovations Trends
10
Step 2
Systematic Review and Environmental
Scan of Digital Learning at MSIs
20202019

11. Systematic Review of Digital Learning on
MSIs Objectives
▪ Digital Learning Needs of MSIs, including HBCUs, and
Community Colleges
▪ Determine support needs for faculty, students, administration, IT,
course development, and instructional design
▪ Determine pathways to success in relation to digital learning
11

12. Define MSI
MSI’s are institutions of higher education enrolling populations with
significant percentages of undergraduate minority students, or that
serve certain populations of minority students.
12
● Alaska Native-serving institution or a
Native Hawaiian-serving institution
● Asian American and Native American
Pacific Islander-serving institution
● Native American-serving nontribal
institution
● Historically Black colleges and
universities (HBCUs)
● Tribal colleges
● Hispanic-serving institutions
(HSIs)
● Predominantly Black Institution

13. Define Student Success
Student success is achieving learning
outcomes and other potential
indicators of achievement (success,
failure, achievement gains, academic
achievement, improvement).
Sources: OPE, WWC
13

14. Systematic Review of Digital Learning at MSIs
Methdology
Adopted PRISMA-P Protocol
Criteria included:
Study designs
Population of interest
Interventions
Outcomes
Timing
Setting
Language
Information sources
3-tiered source strategy
Search strategy
Keywords
Study record management
Article storage
Study selection process
14

15. MSIs + CC System + CC
Buzzetto-Hollywood, N. A., Wang, H. C., Elobeid, M., &
Elobaid M. E. (2018). Addressing information literacy and
the digital divide in higher education. Interdisciplinary
Journal of e-Skills and Lifelong Learning, 14, 77-93.
Cooney, C. (2017). What impacts do OER have on
students? Students share their experiences with a health
psychology OER at New York City College of
Technology. The International Review of Research in
Open and Distributed Learning, 18(4), 155-178.
Gavassa, S., Benabentos, R., Kravec, M., Collins, T., &
Eddy, S. (2019). Closing the achievement gap in a large
introductory course by balancing reduced in-person
contact with increased course structure. CBE—Life
Sciences Education, 18(1), 1-10.
Ikahihifo, T. K., Spring, K. J., Rosecrans, J., & Watson, J.
(2017). Assessing the savings from open educational
15
resources on student academic goals. The International
Review of Research in Open and Distributed Learning,
18(7), 126-140. doi:10.19173/irrodl.v18i7.2754
Shea, P. & Bidjerano, T. (2019). Effects of online course
load on degree completion, transfer, and dropout among
community college students of the State University of
New York. Online Learning, 23(4), 6-22.
Wladis, C., Conway, K., & Hachey, A. C. (2017). Using
course-level factors as predictors of online course
outcomes: A multi-level analysis at a US urban
community college. Studies in Higher Education, 42(1).
Winitzky-Stephens, J. R., & Pickavance, J. (2017). Open
educational resources and student course outcomes: A
multilevel analysis. The International Review of Research
in Open and Distributed Learning, 18(4), 35-49.

16. Systematic Review of Digital Learning at MSIs
Methdology Updated
Adopted PRISMA-P Protocol
Criteria included:
Study designs
Population of interest
Interventions
Outcomes
Timing
Setting
Laungauge
Information sources
3-tiered source strategy
Search strategy
Keywords
Study record management
Article storage
Study selection process
16

17. Sample + Racially Minoritized
Athens, W. (2018). Perceptions of the persistent:
Engagement and learning community in
underrepresented populations. Online Learning, 22(2),
27-58. doi:10.24059/olj.v22i2.1368
Bernacki, M. L., Vosicka, L., & Utz, J. (2019). Can a brief,
digital skill training intervention help undergraduates
"learn to learn" and improve their STEM achievement?.
Journal of Educational Psychology, 112(4), 765-781.
Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., &
King, S. (2019). Improving college student success in
organic chemistry: Impact of an online preparatory
course. Journal of Chemical Education, 96(5), 857-864.
doi:10.1021/acs.jchemed.8b01008
17
Gonzales, A. L., Calarco, J. M., & Lynch, T. (2018).
Technology Problems and Student Achievement Gaps: A
Validation and Extension of the Technology Maintenance
Construct. Communication Research, 47(5), 750-770.
Hickey, D. T., Robinson, J., Fiorini, S., & Feng, Y. (2020).
Internet-based alternatives for equitable preparation, access,
and success in gateway courses. The Internet and Higher
Education, 44, 1-9. doi:10.1016/j.iheduc.2019.100693
Hunt, B. D. & Oyarzun, B. (2019). Online learning
perspectives of Native American students. Journal of
Educational Technology Systems, 48(3), 321-334.
Joosten, T., & Cusatis, R. (2020). Online learning
readiness. American Journal of Distance Education, 34(3).

18. 18
Joosten, T., Cusatis, R., & Harness, L. (2019). A cross-
institutional study of instructional characteristics and
student outcomes: Are quality indicators of online courses
able to predict student success? Online Learning, 23(4),
354-378.
Kumi-Yeboah, A., Dogbey, J., & Yuan, G. (2017). Online
collaborative learning activities: The perceptions of
culturally diverse graduate students. Online Learning,
21(4), 5-28. doi:10.24059/olj.v21i4.1277
Mohammadi, A., Grosskopf, K., & Killingsworth, J. (2020).
An experiential online training approach for
underrepresented engineering and technology students.
Education Sciences, 10(3), 46.
Salvo, S.G., Shelton, K., & Welch, B. (2019). African
American males learning online: Promoting academic
achievement in higher education. Online Learning, 23(1),
22-36. doi:10.24059/olj.v23i1.1390

19. Systematic Review of Digital Learning at MSIs
Findings
Methodology: Majority of quantitative (14), mixed methods (2),
qualitative (1)
MSI Factors:
Content access intervention
Course enrollment behavior
Student readiness intervention
Course design - blended+online
Technology access 19
Other Factors:
Student readiness + interventions
Engagement, interaction, and
collaboration, supportive
Course design - blended+online
Technology access

20. Readiness
20

21. Adaptive Learning
21

22. Open Education Resources
22

23. Design
23

24. Blended Learning
24

25. 25
Methods:
Parameters
Information sources
Search strategy
Keywords
Other Findings:
Course Design
Support Resources
OER Materials
Accessibility
Environmental Scan
MSI Findings:
Benefits
Concierge
Bridge
Funding

26. MSI’s in popular discussions...
"MSI's deserve more respect than they often are given
in popular media and academia. MSI's meet minority
students where they are at, recognizing that the
students bring strengths and value to the MSI in a way
that other institutions (who do not predominantly
serve minority students) are under resourced or not
committed to doing"
26
- Dr. Lindsey Harness, DETA Senior Researcher &
Assistant Professor at Alverno College (MSI/HSI)

27. What next?
27

28. 28
When:
The week of
December 7th, 2020
in partnership with ELE
OLC’s Diversity Equity & Inclusion Ideate

29. Thank you
Tanya Joosten, Ph.D.
Senior Scientist, Director of Digital Learning Research and
Development at University Wisconsin – Milwaukee,
National Research Center for Distance Education and
Technological Advancements (DETA)
tjoosten@uwm.edu | @tjoosten
Kate Lee-McCarthy, M.A.
Director of Grants,
Online Learning Consortium
Kate.LeeMcCarthy@onlinelearning-c.org | @k8mccart
Visit us for more information
Every Learner Everywhere:
https://everylearnereverywhere.org
Online Learning Consortium:
https://onlinelearningconsortium.org/
National Research Center for Distance Education and
Technological Advancements (DETA):
https://detaresearch.org