Toward More Equitable Learning Environments: Insights from Digital Trace Data on Inclusive Instructional Design Features. EdWorkingPaper No. 25-1279
Saved in:
| Title: | Toward More Equitable Learning Environments: Insights from Digital Trace Data on Inclusive Instructional Design Features. EdWorkingPaper No. 25-1279 |
|---|---|
| Language: | English |
| Authors: | Jinwon Kim, Sina Rismanchian, Di Xu, Renzhe Yu, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 45 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1750386 2228202 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Educational Environment, Inclusion, Instructional Design, Models, Undergraduate Students, Public Colleges, Learning Management Systems, Academic Achievement, Learner Engagement, Minority Serving Institutions, Research Universities, Student Characteristics, Course Descriptions |
| Abstract: | Seminal teaching and learning theories converge on the critical role of instructional design in promoting equity and inclusivity in higher education. However, large-scale evidence remains limited as to which specific design features promote more equitable outcomes across diverse student populations in semester-long college courses. This study proposes a comprehensive and scalable framework to capture instructional design features in learning management systems (LMSs). We applied this framework to LMS data from 66,095 undergraduate students across 7,635 course sections at a public university in the United States and examined how instructional design features are associated with equity gaps in academic performance and engagement. Our findings indicate that the adoption of interactive learning activities is associated with reduced performance gaps for underrepresented minority (URM) and first-generation students. Moreover, structuring discussions as formal assignments, organizing assessments through modules, and implementing group-based assignments are linked to narrower performance gaps. For academic engagement, URM students tend to participate more in courses with discussion activities compared to their non-URM peers, whereas first-generation students tend to show higher engagement in courses with group work than their continuing- generation peers. However, some instructional design features that help reduce equity gaps for URM and first-generation students may simultaneously widen gender gaps. This study contributes to our understanding of how instructional design can foster more equitable learning environments at scale, while highlighting the complexity of promoting equity across diverse student populations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678217 |
| Database: | ERIC |
| Abstract: | Seminal teaching and learning theories converge on the critical role of instructional design in promoting equity and inclusivity in higher education. However, large-scale evidence remains limited as to which specific design features promote more equitable outcomes across diverse student populations in semester-long college courses. This study proposes a comprehensive and scalable framework to capture instructional design features in learning management systems (LMSs). We applied this framework to LMS data from 66,095 undergraduate students across 7,635 course sections at a public university in the United States and examined how instructional design features are associated with equity gaps in academic performance and engagement. Our findings indicate that the adoption of interactive learning activities is associated with reduced performance gaps for underrepresented minority (URM) and first-generation students. Moreover, structuring discussions as formal assignments, organizing assessments through modules, and implementing group-based assignments are linked to narrower performance gaps. For academic engagement, URM students tend to participate more in courses with discussion activities compared to their non-URM peers, whereas first-generation students tend to show higher engagement in courses with group work than their continuing- generation peers. However, some instructional design features that help reduce equity gaps for URM and first-generation students may simultaneously widen gender gaps. This study contributes to our understanding of how instructional design can foster more equitable learning environments at scale, while highlighting the complexity of promoting equity across diverse student populations. |
|---|
