Testing the Effectiveness of an Online Diversity Course for Faculty and Staff

Autor/inn/en	Goldstein Hode, Marlo; Behm-Morawitz, Elizabeth; Hays, Alexie
Titel	Testing the Effectiveness of an Online Diversity Course for Faculty and Staff
Quelle	In: Journal of Diversity in Higher Education, 11 (2018) 3, S.347-365 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000063
Schlagwörter	Online Courses; Student Diversity; Cultural Awareness; Faculty Development; Intervention; Integrated Learning Systems; Educational Technology; Technology Uses in Education; Program Effectiveness; Teacher Attitudes; Teacher Behavior; Social Attitudes; Geographic Location; Background; Computer Mediated Communication; Social Justice; Social Bias; Consciousness Raising + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Cultural identity; Kulturelle Identität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Teacher behaviour; Social attidude; Soziale Einstellung; Hintergrundinformation; Computerkonferenz; Soziale Gerechtigkeit; Bewusstseinsbildung
Abstract	It is an ethical imperative that faculty and staff develop a level of cultural competence in order to work effectively with increasingly diverse student bodies, as well as to prepare students to effectively participate in a diverse, global workforce. Online learning offers a promising way to provide meaningful, in-depth diversity and inclusion education to faculty and staff who typically have limited time to devote to professional development activities. However, little is known about the effectiveness of such learning interventions. The current project utilized a pretest-posttest design to examine the effectiveness of a 4-week instructor-led web-based course facilitated on Blackboard Learning Management System. Effectiveness was defined as increasing participants' cultural competence in terms of cognitive, affective, and behavioral learning related to building a more inclusive campus environment. The findings of this study provide initial evidence for the use of this online course to support the development of faculty and staff cultural competence. Results indicate that participants developed a greater understanding of the value of diversity, an increased openness to learning about other cultures, and a greater awareness of their social privileges. Results also suggest that individuals' geographic background and comfort level with computer-mediated communication moderate the effectiveness of the course in terms of learning outcomes. Finally, qualitative data from the open-ended questions help support the quantitative analyses and provide a richer understanding of participants' experiences and learning in the online course. Implications for research on the effectiveness of online diversity courses are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01