Assessing Student Perceptions and Performance in Digital Learning Spaces through an Equity Lens

As digital learning spaces become increasingly prominent across institutions, equity and access to these spaces across the student population need to be examined to promote engagement in online learning spaces. While underrepresented minorities (URM) and transfer students still demonstrate equity gaps compared to their counterparts, we found no significant difference in course grade between first-generation students and their peers. Course survey ratings were significantly different across URM, transfer, first-generation students as well as gender groups. With intentionally designed online courses, certain gaps may be lessened. Higher education institutions must invest in strategies that not only improve the digital infrastructure and resources but also prioritize inclusive pedagogies and support systems.