Home // eLmL 2025, The Seventeenth International Conference on Mobile, Hybrid, and On-line Learning // View article

Reducing Achievement Gaps: Exploring How Learning by Doing Can Support Diverse Student Success

Authors:
Rachel Van Campenhout
Martha Hubertz
Patsy Moskal
Benny G. Johnson

Keywords: formative practice; doer effect; diversity; achievement gaps; student success.

Abstract:
Formative practice applied for a learning-by-doing approach is widely known to be an effective learning method for all students, but for disadvantaged students in particular. Different student populations—ethnic minorities, first generation college students, or economically disadvantaged—have historically had achievement gaps in higher education. Institutions have a responsibility to support diversity, equity, and inclusion, and utilize pedagogical practices and learning technology that can reduce the disparities in student success. This study analyzes a psychology course at the University of Central Florida that assigned formative practice in courseware to determine how this learning-by-doing method impacted exam scores for these student populations.

Pages: 7 to 12

Copyright: Copyright (c) IARIA, 2025

Publication date: May 18, 2025

Published in: conference

ISSN: 2308-4367

ISBN: 978-1-68558-271-5

Location: Nice, France

Dates: from May 18, 2025 to May 22, 2025