What we bring with us: investigating the impact of identity and background on the online learning experience

Abstract

A student's identity and background play a significant role in their educational experiences. In higher education, these factors are often discussed while analyzing discrepancies in outcomes. However, a student's identity and background do not intrinsically affect learning outcomes; the impact that these two factors have on the student's educational experience causes discrepancies in outcomes. We have considerable research on the many ways that identity and background impact a traditional higher educational experience, but there is less research available exploring their impact on the online learning experience. Through a qualitative approach, this case study seeks to go beyond demographic- and outcome-based research to explore the core of the student experience through their own perspective. The selected case was a semester-long online graduate-level course in the Health and Human Development Field at a large research institution in the Mountain West. Data was collected through a syllabus review, observation of a live class session conducted via videoconferencing, and a semi-structured interview. Findings suggested that like in-person learning, a student's identity and background impact their feelings of community and belonging, their persistence and purpose, and their approach to learning in an online environment. Additionally, with fewer opportunities for interaction, instructors can cultivate feelings of community and belonging among their students by acknowledging the challenges associated with the course and demonstrating their support. They can also support student persistence by providing flexibility with assignments and deadlines and understanding when a student may have an outside factor impacting their ability to meet course requirements.