Thornburg, A. W., Abernathy, D. F., & Ceglie, R. J. (2020). Handbook of research on developing engaging online courses . IGI Global. doi:10.4018/978-1-7998-2132-8 Read Chapter 1: Who Are Today's College Students? Understanding the 21st Century Higher Education Digital Learner.
In Chapter 1 of this text, the authors present data regarding college students, including diverse characteristics such as age, gender, race/ethnicity, traditional, and non-traditional learners. The authors include ways to support online students to help instructors consider learner needs while building an online environment that is beneficial for learning.
Read Chapter 2: Engaging Marginalized Students in Online Courses: Engaging and Strategic.
Chapter 2 proposes a continuous contact is necessary for engaging online students. Instructors can create an impression of continuous contact, so learners feel heard and valued. The importance of providing a clear structure in a mutually respectful manner is essential. The concept communicated in this chapter is to design online courses intentionally, so learners feel valued and have increased motivation to engage and learn.
Tan, C. Y., Peng, B., & Lyu, M. (2019). What types of cultural capital benefit students’ academic achievement at different educational stages? Educational Research Review, 28. This article discusses child educational stages and the contribution of parents to learning via cultural capital. The authors also examine how cultural capital may be related to academic achievement. A child’s developmental needs change as they get older. Because of this, learning needs will vary based on grade level. These variance in grade-level learning is a challenge to educators in meeting the development needs of their students. The authors found evidence that forms of cultural capital are associated with student achievement, depending on the student’s educational stage.