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It is produced through collaboration between WCET and DETA to assess what recent research indicates about practices that have worked or failed. The review targets U.S. postsecondary students identifying as Black, African American, Hispanic/Latinx, Indigenous American, Native Hawaiian, or Pacific Islander, aiming to identify scalable institutional and instructional interventions that improve access, learning, persistence, and satisfaction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-review-educational-technologies-and-their-impact-on-student-success-for-racial-and-ethnic-groups-of-interest-executive-summary/587536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-review-educational-technologies-and-their-impact-on-student-success-for-racial-and-ethnic-groups-of-interest-executive-summary/587536.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the WCET and DETA research review?","Question",{"text":112,"@type":113},"To identify institutional, instructional, and learning practices mediated by educational technology that positively influence success for specific racial and ethnic student groups in U.S. postsecondary education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which student populations are included in the review’s scope?",{"text":117,"@type":113},"Students who identify as Black, African American, Hispanic, Latinx/Latino or Latina, American Indian, Alaskan Native, Indigenous American, Native Hawaiian, or Pacific Islander.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the review focus on improving?",{"text":121,"@type":113},"Educational success outcomes such as access, learning, grades, course completion, satisfaction, persistence, and related indicators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587536,1792165631,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Research Review: Educational Technologies and Their Impact on Student Success for Racial and Ethnic Groups of Interest  \nThe National Research Center for Distance Education and Technological Advancements (DETA)  \nWCET-the WICHE Cooperative for Educational Technologies  \nwcet  \nContents  \nIntroduction-03 Executive Summary-04 Background-06 Methodology-10 Findings-11 Recommendations-17 Conclusion-21 Acknowledgements-25 Biographies-26  \nReferences-28  \nIntroduction  \nWCET is a national, member-driven organization that brings together colleges, universities, higher education organizations, and companies to collectively improve the quality and reach of digital learning. WCET members have long sought to overcome the barriers of geography and time in pursuing postsecondary education.  \nWCET members believe that it is now time to turn our attention to racism and other systemic barriers that limit educational access and success. Institutional changes that address racism and inequity should be based upon research and evidence. This belief sparked WCET to partner with DETA to review what recent analyses can teach us about what has worked or failed in lifting students to maximize their educational opportunities.  \nDETA is an organization that supports and conducts research to identify key factors that influence student access and success in education that is technology-enhanced, blended, and fully online. Working with WCET, DETA devised an effort to support the WCET community’s efforts to advance equitable learning within postsecondary education.  \nThe purpose of the review is to identify institutional, instructional, and learning practices mediated by educational technology that positively influence the success of certain racial and ethnic groups of American students, including students who identify as Black, African American, Hispanic, Latinx, Latino or Latina, American Indian, Alaskan Native, Indigenous American, Native Hawaiian, or Pacific Islander. The rationale for the review is to better understand what recent and relevant research-based practices in the educational technology field can be replicated and scaled across postsecondary education in the United States (U.S.) to create equitable and inclusive learning experiences.  \nThe objective of this research is the identification of practices and/or interventions that are positively influencing student outcomes (e.g., access, learning, grades, course completion, satisfaction, persistence, and others) for the population of interest to encourage implementation across the WCET community.  \nExecutive Summary  \nCommunity organizations in education are launching new initiatives to advance efforts of equity and inclusion for students who identify with certain groups that are traditionally considered racial and ethnic minorities. Generally, postsecondary institutions in the U.S. that are enrolling these students have relied on historic instructional and student support models that do not meet the needs of minoritized student populations. Organizations and institutions are examining support services, course design, instruction and pedagogy, programming, and curriculum to transform the education experience to be more equitable and inclusive.  \nTraditional systems are limiting for some learners and can even be considered elitist-systems created for the privileged majority in higher education. These systems tend to place a burden primarily on the shoulders of students to overcome the inequitable structures they may face daily. However, the responsibility for rectifying inequities in higher education systems lies with the institution rather than the student who has been disenfranchised or marginalized by the system. By focusing on the actions of institutions – administration, faculty, and staff – the organizational system and the culture can be altered and can, instead, become empowering for these students.  \nResearch Questions  \nWhile every higher education institution must commit to ongoing inst","cbCaieKgbgq8vR4J","https://ap.wps.com/l/cbCaieKgbgq8vR4J","pdf",929524,"English","# Introduction\n## Executive Summary\n## Background\n## Methodology\n## Findings\n## Recommendations\n## Conclusion\n# Acknowledgements\n# Biographies\n# References","[{\"question\":\"What is the purpose of the WCET and DETA research review?\",\"answer\":\"To identify institutional, instructional, and learning practices mediated by educational technology that positively influence success for specific racial and ethnic student groups in U.S. postsecondary education.\"},{\"question\":\"Which student populations are included in the review’s scope?\",\"answer\":\"Students who identify as Black, African American, Hispanic, Latinx/Latino or Latina, American Indian, Alaskan Native, Indigenous American, Native Hawaiian, or Pacific Islander.\"},{\"question\":\"What outcomes does the review focus on improving?\",\"answer\":\"Educational success outcomes such as access, learning, grades, course completion, satisfaction, persistence, and related indicators.\"}]","Research Review: Educational Technologies and Their Impact on Student Success for Racial and Ethnic Groups of Interest - Executive Summary | PDF",1792062094,76]