Week 3 Article Reflections (January 28th)

🩷Happy almost February!🩷 Is it just me, or has this month lasted for 5 years already? 

Enjoy my thoughts from this week's readings! 

Article 1: Online Learning for First Generation and Underrepresented Minoritized Students: A Literature Review Using a Model of Student Engagement

Gardner and Leary (2023) show us a decent analysis of how online learning environments can cause challenges for first-generation and underrepresented minoritized (URM) students. This resonates with me on multiple levels as someone involved in education and striving to improve student outcomes. The study highlights how online learning can worsen existing disparities, particularly for students who may already face barriers such as limited access to technology, fewer support systems, and a lack of experience navigating higher education. These findings are critical when considering how our education system addresses equity. I’ve reflected on this throughout my short career, especially when working in diverse, low-income communities. I've seen firsthand how even the hardest working teachers can struggle to meet the unique needs of students who come from marginalized backgrounds. The authors use a Student Engagement model to frame their review, which I find particularly relevant. In my own teaching, I’ve seen how engagement impacts learning outcomes, and it’s clear that when students are not engaged, their chances for success diminish. As someone invested in using data to guide instruction, I believe this engagement model offers valuable insights for adapting teaching practices and interventions to better support these students. In thinking about how this applies to my current work, I believe it's important to remember that engagement isn't just about the content we teach. It’s about how we support the whole child. For first-generation and URM students, creating spaces that bridge the gap between academic expectations and the support they need to thrive is crucial. This article reinforces the need for equitable solutions in our classrooms so all students can succeed. 

Article 2: Online Assessment in Higher Education: A Systematic Review

In this article, Heil and Ifenthaler (2023) define online assessment as a systematic method of gathering information about a learner and learning processes to draw inferences about the learner's dispositions. They identify four main categories of online assessment modes: peer, teacher, automated, and self-assessment. The synthesis of findings supports the common belief that online assessments have definite potential to support and improve online learning processes and outcomes. When reflecting on this article, I recognize the important role of well-designed online assessments in enhancing student engagement and learning outcomes. The categorization of assessment modes provides a clear framework for understanding the diverse approaches available. For instance, peer assessments can foster collaborative learning and critical thinking, while automated assessments offer immediate feedback, allowing for timely interventions. Self-assessments encourage students to reflect on their learning journey, promoting metacognitive skills. The article also emphasizes the importance of instructional support and clearly defined assessment criteria as success factors for implementing online assessments. This aligns with my belief that clear expectations and guidance are essential for student success. I plan to incorporate these insights in my classroom by designing varied, transparent assessments supported by timely feedback (something I always struggle with). Using technology and data analytics to my advantage, I can better understand student progress and change my teaching strategies accordingly. 

 

Article 3: Passive Participation in Collaborative Online Learning Activities: A Scoping Review of Research in Formal School Learning Settings

Choi and Hur (2023) discuss the passive behaviors that can undermine student engagement in online environments. After reading this, I couldn't help but reflect on how this issue connects to my classroom settings, especially given my focus on creating meaningful student interactions. This systematic review categorizes passive participation into three types: lurking (just observing), legitimate peripheral participation (minimal contribution), and free riding (no contribution) (pg. 130). The article also highlights that these behaviors often result from student disinterest and can be influenced by unclear expectations, feelings of isolation, or lack of motivation. One thing that stood out to me was the strong connection between passive participation and the overall impact on learning outcomes. When students are not actively involved, they miss out on academic, social, and emotional learning opportunities. This is similar to what I found in the last article. One area I think the article could have expanded on is the role of emerging technology tools that can help mitigate passive participation. For instance, tools like Padlet or Google Jamboard provide more dynamic, visual ways to collaborate that might reduce the feeling of isolation some students experience. Interactive platforms integrating peer feedback or allowing students to co-create content also significantly encourage active participation. NearPod is one of my favorites for this! However, I would love to challenge the assumption that all passive behaviors could be as harmful. I think it is absolutely true that some students may engage more in asynchronous online settings without being seen or vocal. It’s important to consider that some students might be absorbing information in a way that isn’t always obvious to us as teachers. What do you all think? Have strategies or tech tools worked in your experiences to tackle passive participation? I’d love to hear how others are addressing this issue.

References for the week: 

Choi, H., & Hur, J. (2023). Passive participation in collaborative online learning activities: A scoping review of research in formal school learning settings. Online Learning, 27(1), 127-157.

Gardner, K., & Leary, H. (2023). Online learning for first-generation and underrepresented minoritized students: A literature review using a model of student engagement. Online Learning, 27(1), 263-291.

Heil, J. & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187-218.