Document Type
Article
Publication Date
2015
College/Unit
Statler College of Engineering and Mining Resources
Department/Program/Center
Learning Sciences and Human Development
Abstract
This study focused on learning equity in colleges and universities where teaching and learning depends heavily on computer technologies. The study used the Structural Equation Modeling (SEM) to investigate gender and racial/ethnic heterogeneity in the use of a computer based course management system (CMS). Two latent variables (CMS usage and scholastic aptitudes)—with two moderation covariates (gender and ethnicity)—were used to explore their associational relationships with students’ final grades. More than 990 students’ CMS data were collected from courses at a Midwest public university in the United States. The final model indicated that there was gender and racial/ethnic invariance in the use of the CMS. Additionally, CMS use was significantly positively associated with students’ academic achievement. These findings have policy and practical implications for understanding the correlation between technology use and academic achievement in colleges and universities. This study also pointed out future research directions for technology use in higher education.
Digital Commons Citation
Li, Yi; Wang, Qiu; and Campbell, John, "Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education" (2015). Faculty & Staff Scholarship. 2243.
https://researchrepository.wvu.edu/faculty_publications/2243
Source Citation
Li, Y., Wang, Q., & Campbell, J. (2015). Investigating Gender and Racial/Ethnic Invariance in Use of a Course Management System in Higher Education. Education Sciences, 5(2), 179–198. https://doi.org/10.3390/educsci5020179
Comments
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited