The Effects of E-learning on African American Males

2010 ◽  
pp. 198-208
Author(s):  
Tammy J. Graham ◽  
Stephenie M. Hewett
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Case Studies ◽  
African American Males ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Learning Program ◽  
Business Professionals ◽  
Electronic Learning ◽  
E Learning

The chapter examines the experiences of three African American males who were placed in an electronic learning (e-learning) classroom in a rural secondary school. The three case studies provide detailed descriptions of the young men’s backgrounds, educational experiences, and academic achievement results before the implementation of e-learning. Furthermore, the case studies detail their academic achievement results and dispositions during the e-learning process, pitfalls of their e-learning program, and lessons learned from the implementation of the program. It is the authors’ hope that educators and business professionals will utilize the information and lessons learned in this chapter when planning and implementing e-learning classes and trainings in order to enhance e-learning experiences for African American males.

K–12 School Counselors Utilizing Critical Race Theory to Support the Racial Identity Development and Academic Achievement of African American Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Brandee Appling ◽  
Shanel Robinson
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Racial Identity ◽  
Critical Race Theory ◽  
Identity Development ◽  
School Counselors ◽  
African American Males ◽  
Racial Identity Development ◽  
Race Theory ◽  
K 12

This article examines the role of racial identity development in the academic achievement of African American adolescent males. Through the lens of critical race theory (CRT), we highlight how K–12 school counselors may support and enhance the schooling experiences of African American males by understanding and acknowledging how racial identity development may impact academic achievement. A focus on CRT in education emphasizes the continual persistence of racism ingrained in K–12 education located within the educational opportunities, curriculum, representation, and teacher perception of African American males. We offer insight into how school counselors may work to decrease barriers to achievement by analyzing the effect race and gender have on the identification, retention, and underachievement of their African American male students.

The Influence of Self-Determination Theory on African American Males' Motivation

2019 ◽  
pp. 72-98
Author(s):  
Dina Flores-Mejorado ◽  
Dianne Reed
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Teacher Quality ◽  
African American Males ◽  
Role Models ◽  
Instructional Quality ◽  
Real Life ◽  
Self Determination Theory ◽  
Academic Resiliency ◽  
African American Male Teachers

In this chapter, the authors provide an overview of the research investigating academic resiliency and factors that impact motivation among African American males. Research identifies factors that improve academic achievement and motivation for African American males: mentoring and role modeling; encouraging positive self-identification; school, community, and church involvement; teacher expectations and instructional quality; teacher quality and preparedness; real-life applications of their experiences; and African American male teachers as role models.

The Brotherhood: Empowering Adolescent African-American Males toward Excellence

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Shelby Wyatt
Keyword(s):  
Academic Achievement ◽  
African American ◽  
African American Males ◽  
School Counselor ◽  
Male Students ◽  
Professional School ◽  
Mentoring Program ◽  
Empowerment Theory ◽  
Social Growth ◽  
Nguzo Saba

A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

Using Systems Theory to Promote Academic Success for African American Males

2015 ◽  
Vol 53 (8) ◽  
pp. 1013-1042 ◽  
Author(s):  
Jason Orrock ◽  
Mary Ann Clark
Keyword(s):  
Academic Achievement ◽  
At Risk ◽  
African American ◽  
Public Schools ◽  
Academic Success ◽  
African American Males ◽  
Community Involvement ◽  
Post Secondary ◽  
Systems Model ◽  
Successful Academic

Through an ecological systems perspective, this study explores factors that influence successful academic achievement for African American males in at-risk settings. This qualitative study examines factors that contribute to the successful academic achievement for African American males from at-risk populations. The researchers explore African American boys’ lived experiences and what contributes to their success in school. Educators and counselors are able to encourage African American male engagement in academics by understanding the interconnectedness of lived systems. This study explores the interdependency of systems in the development of self-concept for these youth. Findings suggest the value of using a systems model and approach when working with African American males in public schools to improve post-secondary outcomes. These findings have implications for promoting academic success through family, school, and community involvement for African American males.

scholarly journals PENGUKURAN TINGKAT KEPUASAN DOSEN DAN MAHASISWA DALAM PROSES PEMBELAJARAN E-LEARNING PADA UNIVERSITAS BUNDA MULIA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Leli Deswindi
Keyword(s):  
Educational Program ◽  
Satisfaction Level ◽  
Learning Program ◽  
Electronic Learning ◽  
Level Of Satisfaction ◽  
E Learning ◽  
New Student ◽  
Students Satisfaction ◽  
Develop Program

<p>The level of competition among universities in Indonesia is in a very competitive one. Each univesity tries to attract new student to choose which university to continue their educational program. This level of competition makes all universities in Indonesia promote themselves and try to develop program and facilities as well as possible. Bunda Mulia University (BMU) has taken a very smart strategy to anticipate this competition by providing E-leaning (Electronic Learning) program or it is better known BM-learning (Bunda Mulia learning). They are many components involved in this program. The most important components of e-learning program are the system, lecturers and students. To increase E-learning facilities, BMU need to put lecturers and students satisfaction on the first priority. In this research, the writer tries to find out the level of satisfaction from lecturers and students who have been involved in e-learning program. The result of this research could be use as an input for the management of Bunda Mulia University.</p><p>Keywords : satisfaction level, lecturers &amp; students, e-learning</p>

scholarly journals Recruitment of Older African American Males for Depression Research: Lessons Learned

2014 ◽  
Vol 28 (1) ◽  
pp. 17-20 ◽  
Author(s):  
Keneshia Bryant ◽  
Mona Newsome Wicks ◽  
Nathaniel Willis
Keyword(s):  
African American ◽  
African American Males ◽  
Lessons Learned

scholarly journals Lessons learned from a project examining the learning outcomes and experiences in 360o videos

2021 ◽  
Vol 1 (1) ◽  
pp. 50-70
Author(s):  
Emmanuel Fokides ◽  
Penelope Atsikpasi ◽  
Paraskevi Anna Arvaniti
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Low Cost ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Primary School Students ◽  
School Students ◽  
E Learning ◽  
Educational Potential

Advances in technologies associated with virtual reality provide interesting tools for e-learning. One such is 360° videos. Although their educational potential is supported by a number of researchers, there is limited empirical evidence backing such a claim, given that they have recently become popular. The study at hand presents the results of a project in which 360° videos were used by primary school students. Eighty-four students, aged ten to eleven, participated in the experiment. The results demonstrated that 360° videos helped them to acquire more knowledge compared to printed material. Then again, no statistically significant differences were noted when comparing 360° and regular videos. 360° videos provided a more immersive, motivational, and enjoyable learning experience. However, the low-cost HMDs used for viewing 360° videos and the applications in which they were embedded, were considered the least easy to use. Moreover, participants expressed the view that all tools fostered their learning. Overall, while the results give support to the hypothesis that 360o videos provide positive educational experiences, their actual impact on learning has to be further explored.

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