Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 2 |
| Since 2005 (last 20 years) | 2 |
Descriptor
| College Students | 2 |
| Learner Engagement | 2 |
| Online Courses | 2 |
| Academic Persistence | 1 |
| College Faculty | 1 |
| Computer Mediated… | 1 |
| Educational Technology | 1 |
| Enrollment | 1 |
| Equal Education | 1 |
| Gender Bias | 1 |
| Graduation | 1 |
| More ▼ | |
Author
| Dee, Thomas | 2 |
| Baker, Rachel | 1 |
| Baker, Rachel B. | 1 |
| Evans, Brent | 1 |
| Evans, Brent J. | 1 |
| John, June | 1 |
Publication Type
| Reports - Research | 2 |
| Numerical/Quantitative Data | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 1 |
Audience
Location
| California | 1 |
| United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Download full textBaker, Rachel; Dee, Thomas; Evans, Brent; John, June – Stanford Center for Education Policy Analysis, 2018
While online learning environments are increasingly common, relatively little is known about issues of equity in these settings. We test for the presence of race and gender biases among postsecondary students and instructors in online classes by measuring student and instructor responses to discussion comments we posted in the discussion forums of…
Descriptors: Racial Bias, Gender Bias, Online Courses, Equal Education
Evans, Brent J.; Baker, Rachel B.; Dee, Thomas – Stanford Center for Education Policy Analysis, 2015
Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this paper examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyze engagement,…
Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education
