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<p>Deficits persist post-pandemic in research examining the relationships among multiple platforms in online learning, cognitive load, mental health, and academic outcomes for minority students. The current exploratory investigation examines factors hindering virtual learning experiences for minority-serving institution (MSI) students (<i>N</i> = 139), who completed an online survey. We employ a mixed-method design to explore the relationship among the number of online platforms and perceived cognitive load associated with managing multiple online platforms, related stress and psychological well-being, and satisfaction and academic outcomes reported by MSI students. Results affirm relationships among cognitive load and academic outcomes, cognitive load and mental health, as well as mental health and academic performance. Results also offer preliminary&#xa0;support for&#xa0;the contention that accessing multiple platforms required for online learning is a form of extraneous cognitive load. Finally, results aggregate and codify MSI students’ suggestions to improve online learning as well as for an integrative content management system to manage multiple learning platforms. Practical implications and future directions are discussed.</p>

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Improving post-pandemic online learning experiences for minority students: An exploratory study

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Emily M. Cramer,
  • Jean Claude Kwitonda,
  • Wei Sun,
  • Noha Hazzazi

摘要

Deficits persist post-pandemic in research examining the relationships among multiple platforms in online learning, cognitive load, mental health, and academic outcomes for minority students. The current exploratory investigation examines factors hindering virtual learning experiences for minority-serving institution (MSI) students (N = 139), who completed an online survey. We employ a mixed-method design to explore the relationship among the number of online platforms and perceived cognitive load associated with managing multiple online platforms, related stress and psychological well-being, and satisfaction and academic outcomes reported by MSI students. Results affirm relationships among cognitive load and academic outcomes, cognitive load and mental health, as well as mental health and academic performance. Results also offer preliminary support for the contention that accessing multiple platforms required for online learning is a form of extraneous cognitive load. Finally, results aggregate and codify MSI students’ suggestions to improve online learning as well as for an integrative content management system to manage multiple learning platforms. Practical implications and future directions are discussed.