RESUMEN
Massive Open Online Courses (MOOCs) have the potential to democratize education by providing learners with access to high-quality free online courses. However, evidence supporting this democratization across countries is limited. We explored the question of MOOC democratization by conducting cross-national comparisons of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics (STEM) MOOCs. We found that while females were less likely than males to enroll in STEM MOOCs, they were equally likely to complete them. Further, a higher probability to enroll in STEM MOOCs and smaller gender gaps in STEM MOOC enrollment and completion were found in less gender-equal and less economically developed countries.
Asunto(s)
Rendimiento Académico/estadística & datos numéricos , Educación a Distancia/métodos , Estudiantes/estadística & datos numéricos , Países Desarrollados , Ingeniería , Femenino , Humanos , Internet , Masculino , Matemática , Caracteres Sexuales , TecnologíaRESUMEN
Although adolescents experience an array of out-of-school time (OST) settings, research has primarily focused on these settings in isolation. This study examined time in four OST settings (unsupervised time with peers, paid employment, sports, and nonsports organized activities) in relation to adolescent functioning at age 15 and the end of high school. Individual fixed effects analyses provided a more rigorous control of selection into OST activities by controlling for time-invariant observable and unobservable characteristics. More unsupervised time with peers predicted increases in risky and externalizing behaviors, whereas increases in paid employment predicted gains in work orientation and self-identity. Time in organized sports was associated with increased positive self-identity, highlighting the value of expanding consideration of multiple OST contexts and selection effects.
Asunto(s)
Conducta del Adolescente/psicología , Empleo/estadística & datos numéricos , Aislamiento Social/psicología , Deportes/estadística & datos numéricos , Adolescente , Empleo/psicología , Femenino , Humanos , Actividades Recreativas/psicología , Estudios Longitudinales , Masculino , Grupo Paritario , Asunción de Riesgos , Autoimagen , Medio Social , Deportes/psicologíaRESUMEN
We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.