First-generation Latinx students' perceptions of computer supported collaborative learning

Abstract

In recent decades, the changing global economy has made obtaining a college education a requirement for access to the middle class (Sanacore & Palumbo, 2016; Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012). Consequently, enrollment at colleges has been growing for students of diverse socio-economic, ethnic, and racial backgrounds (U.S. Department of Education, National Center for Education Statistics, 2012). Latinx students currently comprise approximately 17% of the population and are the largest ethnic minority in the United States; projected to reach 28.6% of the population by 2060 (United States Census Bureau, 2014). Even as enrollment rises for this group, college attrition rates are increasing- indicating that there is a wide gap between getting to college and successfully completing a degree (Fry, 2011). Colleges and universities are struggling with retention and student success for first-generation Latinx students while the use of educational technology is exploding in the classroom. The purpose of this study is to understand how first-generation Latinx students perceive their experiences with computer supported collaborative learning (CSCL) environments that encourage collaborative social learning and how students experience learning and academic achievement in socially collaborative learning spaces. The research question for this study was: How do first-generation Latinx students perceive their experience in college when engaging with computer supported collaborative learning in the classroom? Culturally Relevant Pedagogy was the theoretical framework, and this was a qualitative study, specifically an Interpretative Phenomenological Analysis. Key findings included understanding how students perceived their experiences from their perspectives as both first-generation and Latinx students. The students reflected on their experiences as compared to their non-first generation, non-Latinx classmates and communicated that they were surprised that the experiences differed. This was especially true when it came to life skills and paying for their college education as well and how their families were or were not able to support them in college both financially and emotionally. Students found that in situations where faculty guided the discussion and use of CSCL tools their overall experience was much better and they felt they learned more and were more connected to their classmates. Finally, the student participants felt that their overall learning and experiences using CSCL tools in college would be better if faculty were more aware of their cultural perspectives and adjust their expectations to better reflect that understanding.