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Online Course Settings
Abstract
Over the past decade, distance education has changed the dynamics of the traditional learning environment. According to the U.S. Department of Education, the most commonly used technologies in distance education, besides print, are asynchronous computer-based instruction, two-way interactive video, and one-way prerecorded video. Although distance education meets the educational needs of some of its participants, frequently there are issues to be dealt with. For instance, although online courses offer a number of solutions to the inequality of the “digital divide,” a term used to describe the disparity in access to technology that exists across certain demographic groups. See Armstrong (2000) and Attewell (2001), as cited in Soker (2005) question whether online instruction contributes to the “inclusion” of nontraditional students or does it on the contrary cause “exclusion,” or create new barriers for these students. Of the growing number of nontraditional students that enroll in online courses, a severely overlooked but expanding population is comprised of African-American women. From this analysis, it is clearly shown that there are certain attitudes that African-American women have concerning online learning, that race and gender have an impact on the confidence of African-American women when compared to Caucasian students in online collaboration and discussions, and that there are certain group dynamics that African-American women prefer while participating in online discussions.
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