Classification of antecedents by level
| Individual level | Course level | Environmental level | |
|---|---|---|---|
| Sociodemographic | Academic performance | Course and instructor characteristics | |
| Gender | Mid-term performance | Course design and structure (e.g. course content offered in modules) | COVID-19 pandemic |
| Ethnicity | Competency belonging (based on competency demonstrated in the course and former courses) | Instructor pedagogy such as caring pedagogy | |
| Relationship with peers and instructor | |||
| Interactive synchronous instruction, including interactive weekly webinars and learning assistants | |||
| Opportunities for interaction, including small groups in Zoom class sessions and study together groups | |||
| Design of the virtual learning environment (e.g. objects in a virtual world) | |||
| Using a video-based discussion tool (e.g. FLIP) | |||
| Individual level | Course level | Environmental level | |
|---|---|---|---|
| Sociodemographic | Academic performance | Course and instructor characteristics | |
| Gender | Mid-term performance | Course design and structure (e.g. course content offered in modules) | COVID-19 pandemic |
| Ethnicity | Competency belonging (based on competency demonstrated in the course and former courses) | Instructor pedagogy such as caring pedagogy | |
| Relationship with peers and instructor | |||
| Interactive synchronous instruction, including interactive weekly webinars and learning assistants | |||
| Opportunities for interaction, including small groups in Zoom class sessions and study together groups | |||
| Design of the virtual learning environment (e.g. objects in a virtual world) | |||
| Using a video-based discussion tool (e.g. FLIP) | |||
Source(s): Author’s own work
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