Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention: Choosing a Culturally Responsive Path

Strategies for Teaching Online Higher Education Courses With an Eye Towards Retention: Choosing a Culturally Responsive Path

Annette Baron, Kelly McNeal
Copyright: © 2021 |Pages: 19
DOI: 10.4018/978-1-7998-9026-3.ch021
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Abstract

Online courses and programs have increased in enrollment across diverse demographics due to their accessibility and flexibility. Faculty roles currently include a commitment to meeting the learning needs of a diverse online classroom in order to positively impact student outcomes and retention. Engagement and retention are fostered when online communities support culturally relevant pedagogy that includes multimedia learning and assessment, choice, and interactive, guided dialoguing where students can express their personal cultural discourse and integrate their learning with their own cultural stance.
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Background

The purpose of this portion of the chapter is to have the reader further their understanding of the growth of online education at institutions of higher education in the United States. Distance learning in higher education can be traced back as far as 1892 when the University of Chicago as well as Pennsylvania State College both began offering correspondence courses through the mail (Dawson, 2017; Scott, 1999). Once the Internet was developed in the 1970s, distance education was transformed. Through the 1980s, Internet-based online courses and programs moved from being a research experiment to becoming globally available. The turn of the 21st Century has seen major universities adding online courses to curricula—and moving degree programs entirely online.

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