Ej 1277763

Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments
Exploring the Use of Digital Technologies from the

Perspective of Diverse Learners in
Online Learning Environments
Alex Kumi-Yeboah and Yanghyun Kim
University at Albany, New York, USA
Anthony Mawuli Sallar

Ghana Institute of Management and Public Administration, Accra – Ghana
Lydiah Kananu Kiramba

University of Nebraska –Lincoln, Nebraska USA
Abstract
This qualitative study explored digital technologies that promote educational experiences and
achievements of culturally diverse learners via interviews with 46 culturally and linguistically
diverse students across different academic programs. A qualitative research design using semi-
structured interviews was used to collect the data for the study. The analysis of the data identified
that digital technologies, multimedia presentations, and social network tools facilitate educational
experiences and achievements of participants in asynchronous online learning environments.
Participants applied digital technologies to navigate the Learning Management Systems (LMS) to
engage and contribute to knowledge creation to achieve better academic success in online context.
Findings support the need for online instructors to incorporate digital technologies to facilitate
academic engagement and achievements of students from diverse backgrounds in online learning.
Keywords: digital technologies, diverse learners, constructivism, collaborative online learning,

social network tools, multicultural content resources
Kumi-Yeboah, A., Sallar, A.W., Kiramba, L.K., & Kim., Y. (2020). Exploring the use of digital
technologies from the perspective of diverse learners in online learning environments. Online
Learning, 24(4), 42-63. https://doi.org/10.24059/olj.v24i4.2323
Online Learning Journal – Volume 24 Issue 4 – December 2020 5 42

Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in
Online Learning Environments
Online education is inherently technology-based through information and communication
technology (ICT) that has allowed humans to interact beyond temporal and spatial limits. This
nature of online education has required educators around the globe to understand the use of
emerging technology, as different from when we imagine the use of emerging technology in the
traditional classroom (Oliveira et al., 2019). Online education has grown exponentially over the
past few years. The year 2020 has forced every higher learning institution and to some extent
primary and middle schools (in the United States and globally) to offer remote learning, which
was necessitated by COVID-19 pandemic closures. This situation is likely to take root and become
part of education at the K-12 level and beyond. Allen and Seaman (2019) noted that online
education was on the rise, and about thirty percent of students in higher education were enrolled
in at least one or more online courses (include fully online courses and blended courses). In 2016,
over six million students enrolled in distance online courses with an increase of 3.9% over the
previous year (Allen & Seaman, 2017). The growth rate of online learning may be attributed to the
growth and use of technology as a means of instructional delivery for the majority of higher
education institutions, rising tuition costs, and an evolving workforce seeking lifelong learning
options (Allen & Seaman, 2019). The online learner population is heterogeneous, comprising
students who are mostly employed, goal-oriented, and self-directed, and younger students who are
dynamic and responsive to technological innovations (Kumi- Yeboah, 2018; Kumi-Yeboah,
Dogbey, Yuan, & Smith, 2020). Furthermore, the growth of online learning in universities and
colleges had witnessed a high trend of the diverse student populations (Petersen, 2015). The
increasing diversity of students in online learning environments demand that instructors
understand and recognize cultural differences of students and design the best instructional
strategies to help meet the learning needs of all students (Parrish & Linder-VanBerschot, 2010).
The twenty-first century has witnessed widespread adaptation and use of digital technology
tools in online courses, which has made it necessary to question the impact it has on the educational
experiences, engagement, and learning outcomes on students (Robinson & Hullinger, 2008; Zhou
& Zhang, 2008). Duderstadt, Atkins, and Houweling (2002) stated, “When implemented through
active, inquiry-based learning pedagogies, online learning can stimulate students to use higher-
order skills such as problem-solving, collaboration, and stimulation” (p. 75). Online instructors
and instructional designers are concerned about how multimedia technology tools influence the
engagement and participation of culturally diverse learners in online learning (Eikenberry, 2012;
Lin & Tsai, 2016; Twinning, Heller, Nussbaum, & Tsai, 2017; Wolf, 2012). In this study, we
define digital technologies as electronic tools, systems, devices, and resources that generate and
store data from teaching and learning. It also includes learning materials that use technology across
curriculum learning areas with examples such as online games, multimedia, cloud computing, 3D
printing, and mobile computing. Presently, identifying the primary digital technologies that
promote educational experiences and achievements of culturally diverse learners in online
education is understudied (Twinning, Heller, Nussbaum, & Tsai, 2017). The purpose of this study,
therefore, was to explore the use of digital technologies from the perspective of diverse learners in
online learning environments at higher education and the challenges they face. We discuss the
educational implications for online instructors and instructional designers.

Review of Related Literature

Digital Technologies in Online Learning Environments
Different digital technologies are used in online teaching daily through the use of different
digital technologies including computers, iPads, smartphones, etc. Chao and Roblyer and Doering
(2010) found that multimedia tools such as audio, video, and hyperlink documents nested in
PowerPoint slides present learning materials that stimulate the attention of students and encourage
their thinking process.
Similarly, a study by Bean (2012) found that the use of Prezi provides users with the
opportunity for students and instructors to edit slides online in collaborative learning
environments. Conboy, Fletcher, Russell, and Wilson (2012) conducted a qualitative study that
interviewed students about their opinions on Prezi use in online learning. Results revealed that
Prezi was a useful digital learning tool for facilitating their learning process. According to Biasutti
and El-Deghaidy (2012), wikis has a positive impact on students’ educational success in online
learning, support students’ thinking skills (Donnelly & Boniface, 2013) as well as promote
management skills. Miyazoe and Anderson (2010) conducted a study that investigated
comparisons of three online writing activities in a university course: forums, blogs, and wikis.
Results showed that students were more favorably disposed towards wikis (86%) followed by
blogs (82%), and forums (78%). The use of blogs was used as a writing material while wikis was
associated with translation and beneficial in online collaborative learning activities.
According to Bryer and Zavattaro (2011), social media tools facilitate social interactions,
which encourage collaborations and negotiations across multiple people. Furthermore, studies
found that social media tools promote educational technologies that enhance peer feedback,
students mentoring, and social interaction of learning (Alwagait, Shahzad, & Alim, 2015; Dabbagh
& Kitsantas, 2012; Grosseck & Holotescu, 2011; Sanch, Cortijo, & Javed, 2014). Likewise, Al-
Aufi and Crystal (2015) conducted a study that investigated the impact of social media on the
academic patterns of informal communication between students in the social sciences and
humanities. Findings indicated that social media tools had a positive effect on students’ informal
learned communication.
Interactivity is a critical component that digital technologies and teaching practice
pursue. The popularity of synchronous video conferencing is partly based on its high interactivity
among participants. The development of breaking out-rooms function enables instructors to
organize group activities during video conferencing readily, but instructors are recommended to
mobilize the structured guideline for promoting achievement. Saltz & Heckman (2020) conducted
a study about the effect of the combination of synchronous video-based break-out rooms and
structured pair activity within online courses about programming. In a guided instruction of
activities, students took alternately two roles: driver (the person that had control of the shared
screen and was typing within a shared document) and observer (the person that saw what was
being written by the driver). Findings from observing and surveying 114 break-out room sessions
before and after the introduction of structured guidance showed improved coordination, expanded
responsibilities, increased engagement, and productivity.
Bledsoe (2013) conducted a study that used multimedia tools (videos and audio clips). The
study explored the implementation of a photo-rich comprehensive counseling center environment
through which students of a semester-long online graduate psychology class learned about
important research methodology concepts. Findings indicated that multimedia tools as an effective

way to promote student learning and engagement in online settings. Hernández-Sellés et al. (2019)
reported the positive relationship between the use of online collaborative tools (virtual campus,
chat, and discussion forum) and the interactions within and between student groups. The use of
VoiceThread, an online tool also allowed (students) users to record narration in presentation slides
while they uploaded Power Point, was an illustrative example of emerging technology to enhance
social presence (Thompson et al., 2017). Wang et al. (2020) demonstrated that instructor-present
video, compared to instructor-absent video, had a better favorable effect on the learning process
than otherwise. Young & Hyunjoo (2020) studied the effect of interactive visual learning tools by
comparing to the effect of noninteractive learning tools in an online course about color theory. The
students who studied through a noninteractive learning tool (n = 21) used a webpage with written
information and still image, and the students who studied through an interactive learning tool (n =
24) interacted with an embedded interactive flash object that changed following students' input.
The result showed that an interactive learning tool led to higher achievement than its counterpart
in all areas (Control, Attention Focus, Curiosity, Intrinsic Interest, Intrinsic Motivation, and
Extrinsic Motivation).
Furthermore, Stone & Logan (2018) explored the experience of graduate students who use
the social network site WhatsApp as an informal learning space. While teaching the online course
to three cohorts (cohort A: n = 29, cohort B: n = 23, cohort C: n = 21), the researchers gathered
data through focus group interviews for cohort A and the online survey for all cohorts. These
students fostered a sense of connectedness by using WhatsApp. Results indicated that the benefits
of using WhatsApp resulted from the freedom of the ‘back channel’ structure rather than the
affordances and design of this social networking service (SNS) technology. However, distractions
from using the SNS and overreliance on the SNS for course information were suggested as a risk.
Moreover, various digital tools influence the level of interaction and have impacts on students
learning, cross-cultural collaboration, and achievement in online learning.
Teaching Diverse Learners in Online Learning Environments
Regarding diverse learners’ online learning experiences, Rovai and Ponton (2005)
explored 108 African American and Caucasian graduate students’ online experiences. They found
that African American graduate students posted few discussion items or responses on discussion
boards compared to Caucasian students, where they expressed a preference for auditory and visual
communication threads. Fogg, Carlson-Sabelli, Carlson, and Giddens (2013) found that African
American students preferred to be the assimilator in the virtual community, in contrast to students
of other ethnicities.
Heitner & Jennings (2016) reiterated some of the challenges that teachers and students
might face in an online learning environment because they came from different worlds, socially,
ethnically, culturally, etc. These differences could pose challenges that might affect online
teaching and effectiveness. They examined “the level of differences in culturally responsiveness
and knowledge and culturally responsive practices.” Their study highlighted that while faculty
valued and recognized the importance of culturally responsive teaching, they also recognized their
limited skills in addressing the need in their classrooms. They highlighted knowledge gaps about
culturally responsive teaching knowledge and practices online. Their findings hinted to the need
to provide adequate support for online faculty with diverse students.
Similarly, Kumi-Yeboah et al. (2016) investigated the relationship between minority
students’ use of technology, social media, the number of online courses, program of study,

satisfaction, and academic performance. Participants in the study were a diverse student body as
regards to age, gender, and educational level functioned at both undergraduate and graduate levels.
Analysis of variance (ANOVA) and chi-square tests showed that satisfaction and use of social
media had no relationship with the academic performance of participants. However, a relationship
existed between the use of technology, the number of courses in online learning, program of study,
and academic performance. Categories that emerged from the open-ended questions were
flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills,
and language and linguistic differences. The study concluded that varying factors such as cultural,
language, personal, and efficacy skills facilitated the academic performance of minority students
in an online learning environment. This study called on instructors to include multicultural
contents in online courses and use the best pedagogical methods of teaching minority students in
an online course.
Further, Mittelmeier et al. (2018) found that sociocultural factors such as cultural
background and social network circles influenced participation when students worked online with
peers from other countries. Sadykova & Meskill (2019) pointed out that there were challenges in
presenting online courses for diverse students from different cultures and countries. Through
examining one international student journey and her experiences with her online course instructor,
they pointed to the importance for online instructors to create space for specific culturally
knowledge in their online courses considering the diversity represented in their online classrooms.
Online instructors recommended the integration of cross-culture discussion at every opportunity
and tolerance to language diversity to ensure course effectiveness for all students. Another study
by Martin and Bolliger (2018) pointed out the importance of creating engaging activities in an
online learning environment. They examined engagement strategies that learners perceived
important in enhancing their learning in the online environment. Their study reinforced the
importance of teacher-to-student, student-to-student, and student-to-content engagement
strategies, with student-to-teacher being valued the most.
Kumi-Yeboah et al. (2020) conducted a study that examined online instructors’ perceptions
of cultural diversity in the online classroom and the challenges encountered by instructors of online
courses as they incorporate multicultural learning content into the online learning environment.
The study used Bennett’s (2001) framework of multicultural research that explored cultural issues
and how they affected the teaching and learning process in the face-to-face classroom. Participants
included 50 instructors of online courses from three universities in the northeastern part of the
United States who participated in the study. Findings showed that differential perceptions of
cultural diversity existed among instructors of online courses: perceptions of cultural diversity
depended on the academic disciplines taught by instructors; used variety of instructional strategies
such as collaborative online learning activities, incorporating multicultural learning activities and
global learning content, using cultural awareness project, addressing the impact of multicultural
education; support cultural diversity in the online environment; and they also faced challenges
associated with promoting cultural diversity in online teaching and learning.
However, these studies failed to recognize how digital technologies facilitate the
educational experiences and achievements of diverse learners in online learning. Additionally,
little research has been conducted to explore how the use of digital technologies from the
perspective of diverse learners in online learning environments. Therefore, this study is intended
to fill the gaps of knowledge regarding the use of digital technologies from the perspectives of
diverse learners in online learning environments.

Conceptual Framework
This study is primarily framed in the context of constructivism and collaborative online
learning. Within the context of online constructivism, learners construct knowledge based on their
cultural experiences, their situations, and their perspectives. Cultural constructivism encourages
instructors to value the cultural perspectives and strengths of all learners in online learning
environments. Online collaborative learning encourages students to share, participate, contribute,
and discuss information. For example, Goodfellow and Lamy (2009) pointed out the challenges of
constructivist theory in online learning are that the instructors may not understand the cultural
backgrounds of students as well as the cultural experiences they bring to the online learning
environment.
According to Havard, Du, and Xu (2008), Shi, Frederiksen, and Muis (2013) culture in
online collaborative learning is considered one of the most critical factors that can help shape
students’ perceptions of the collaborative process, communication, and behavior in the group.
Collaborative learning provides opportunities for students to create and refine their understanding
to engage in the construction of knowledge in online discussion (Author, 2017). Studies by
Balakrishnan, 2014, Bereiter & Scardamalia, 2006, and Jonassen, 2006 found that computer-
supported collaborative learning (CSCL) provided an opportunity for students to create a new
social related knowledge-building structure to help them to be part of the knowledge creation
process in the online learning environment (Author 1, 2018). However, Kreijns, Kirschner, and
Jochems (2003) found that not all students make a meaningful contribution to the knowledge
building process. Thus, the theoretical frameworks described above were chosen to situate and
guide this study.
Research Questions:
The study addressed the following research questions:
(1) How do culturally diverse learners describe how the use and application of digital technologies
impact on their educational experiences and achievements in online learning environments?
(2) How do culturally diverse learners describe the use and application of multimedia
presentations in online learning?
(3) How do culturally diverse learners describe the challenges they encounter in online learning
environments regarding the use and application of digital technologies in online learning?
Method
In this study, qualitative research methods (Plano Clark & Creswell, 2018) were used to
explore the use of digital technologies from the perspective of diverse learners in online learning
environments. We also conducted in-depth semi-structured interviews with participants. The
qualitative research design allowed us to collect and analyze data about how digital technologies
promote the educational experiences and achievement of diverse learners in an online learning
environment. In the following sections, we provide descriptions of participants, data collection and
analysis procedures, and findings.

Participants
Participants consisted of 46 diverse undergraduate college students attending a
comprehensive university in the northeastern part of the United States. Students included 22 males
and 24 females with ages ranging from 20 to 24 years at the time of the interview. The sample was
diverse regarding age, ethnicity, gender, academic level, and cultural background. Participants
consisted of 18 African Americans, 14 Hispanics, 10 Asians, and 4 others. Additionally,
participants were recruited from the programs of Education (n = 14), Engineering (n = 10), Social
Sciences (n =10), Health Sciences (n = 7), and Physical Sciences (n = 5). All participants had taken
more than three online courses and had experiences of participating and engaging online activities.
Recruitment and Data Collection
We used stratified random sampling via the selection of participants from different
academic programs (Education, Engineering, Social Sciences, Health, and Physical Sciences).
Participants came from diverse backgrounds based on their ethnicity, sociocultural experiences,
and backgrounds. First, we contacted the offices of the multicultural student affairs and
international students after approval from the Institutional Review Board (IRB). Second, the first
researcher contacted participants (60 in total) via email regarding the purpose of the research and
asked for their participation. Third, 53 participants responded to the initial email expressing their
willingness and agreed to participate in the study. Fourth, participants who agreed to participate in
the study signed consent forms and gave consent to be interviewed. Lastly, we contacted
participants via email and scheduled interview date and time at their convenience from which 46
students agreed and participated.
Data Collection
Before data collection, we conducted a pilot study (interviews) to test the interview
protocols. Overall, the first author interviewed ten minority students regarding the use and
application of digital technologies that enhance their educational experiences and successes in
online learning. Results of the pilot study showed that digital technologies such as (blogs, wikis,
eBooks, virtual conferencing, Google Hangouts/Docs, clickview, etc) facilitated the participation
and knowledge construction among diverse learners in online learning. We then conducted semi-
structured and in-depth 60 to 90-minute interviews with participants from June 2019 to December
2019. Interview questions centered on how digital technologies influenced participants’
educational experiences, the use of digital technologies, how digital technologies promoted their
engagement and participation in online learning, communication with instructors and peers, and
challenges encountered using digital technologies in online learning environments (see Appendix
A). All interviews were conducted in English language and audio taped. Pseudonyms were used
to identify all participants in reporting of the results to maintain participants’ confidentiality.
Data Analysis
Analysis of the data was done by the research team via an extensive read-through of all
transcripts (interviews), transcribed and checked for accuracy using the constant comparative
method (Charmaz, 2006) with the aid of the qualitative software Nvivo (2017). The Nvivo
software facilitated in the audit trail (e.g., the process of data collection and coding procedures) of
our data analysis. The audit trail consisted of coded interview transcripts (e.g., memos). We used
the theoretical framework of this study, “context of constructivism and collaborative online
learning and the research questions” to guide the coding process in exploring digital technologies

that promote educational experiences and achievements of diverse learners in online learning
environments (Charmaz, 2006; Creswell, 2011). We carefully evaluated participants’ interview
transcripts and statements to help realign the data into coherent and orderly categories (Corbin &
Strauss, 2007). We analyzed the data with the assistance of a research assistant. We also met as a
research team to deliberate, examine, address, and debate initial identified codes and categories.
We held consistent discussions and finally reached an agreement through the constant comparison
thematic analysis process.
Based on our theoretical framework and related literature in the field, we developed a list
of codes during the initial analysis. Independently, each of the four researchers (three faculty
members, and one graduate student assistant) in this study selected, coded, and analyzed the data,
after which the team met to deliberate and negotiate the various category of codes identified. As a
team, we reached an agreement through the constant comparison thematic analysis process (Leech
& Onwuegbuzie, 2011). We also carefully examined many transcripts from the interviews that had
similar meanings before labeling a theme (e.g., digital tools, use of videos in online learning, the
inclusion of technology in online environments, how to use digital tools, digital tools, and
communication in online settings, digital tools and educational achievements, and benefits of
digital tools in online learning). We checked data to find out if additional excerpts from interviews
change the meaning of data. We refined data by removing redundant information and reexamining
themes via member checking (Lincoln & Guba, 2000). The first stage of data analysis yielded four
major themes: (a) The influence of digital technologies that promote positive educational
experiences with sub-themes (i) video lectures, (ii) voice thread, (iii) blogs/blogging, (iv) wikis,
and (v) Google Hangouts; (b) The influence of multimedia presentations and online learning
experiences with sub-theme (i) Powerpoints and Prezi; (c) The influence of social network tools
and online learning, and; (d) challenges to include (i) lack of multicultural content resources and
readings. Overall, the major themes were then developed from the categories and compared with
the themes selected by the peer reviewers. Finally, we contacted all of the participants to obtain
their views regarding the interview transcripts and to authenticate the credibility of the
interpretations via member-checking (Merriam, 2009). They were also allowed to review interview
transcripts to make changes to the contents of interview transcripts (Lincoln & Guba, 2000). All
these were done to reduce all biases and increase the reliability of the data.
Results
Data analysis produced the following themes: (a)The influence of digital technologies that
promote positive educational experiences with sub-themes (i) video lectures, (ii) voice thread, (iii)
blogs/blogging, (iv) wikis, and (v) Google Hangouts, (b) The influence of multimedia
presentations and online learning experiences with sub-theme (i) Powerpoints and Prezi, (c) The
influence of social network tools and online learning, and (d) Challenges to include (i) lack of
multicultural content resources and readings.
The Influence of Digital Technologies that Promote Positive Educational Experiences
Most of the participants, 89% (41 out of the 46) reported that use of digital technologies
advanced their knowledge acquisition in the online learning environment. They referenced
technology as learning tools that helped them to engage, participate, and contribute to knowledge
creation in the online discussion forums. Participants mentioned digital technology devices such
as video presentations, video lectures, voice thread and video chat, blogs, Google Hangouts, Wikis,

audio-visuals, and other digital resources in the Learning Management Systems (LMS) that
provided them opportunities to participate in the educational process in the online learning
environment.
Video Presentation.
Most of the participants, 87% (40 out of the 46) indicated that video presentations helped
them to connect with the learning content, particularly the examples shown. Steve, a participant
from education, noted: “Video presentations help me to understand the concept or topic in online
learning, I get to see visual examples and representations. It provides the chance to connect with
instructors and colleagues and it makes online classroom looks like a traditional face-to-face one.”
Steve’s statement is a reflection of how video presentations influence participants’ educational
experiences in online learning. As diverse learners, the use of video presentations helped them to
connect to learning materials presented in online learning environments to enhance their academic
achievements.
Video Lectures.
Participants explained that video lectures provided them additional resources, particularly
instructors’ directions and course expectations on assignments, project work, and group work.
Bernice, a student studying social sciences commented by describing the benefits she gained from
video lectures.:
Video lectures help me to connect to the instructor and build on my understanding
of the topics I learned in an online classroom. Video lectures provide illustrations
and experiences just like in the traditional face-to-face classes. Video lectures
provide additional information regarding questions I have for the instructors …
such as instructions and contents. I think, these helped me to achieve better
academic success in online learning.
Bernice described how video lectures presented an overview of the instructions and content
resources. Participants reported that video lectures offered them a rich source of extra information
regarding ways for them to engage with course information and directions. It also promotes the
development of teaching presence for them.
Voice Thread and Video Chat.
A significant number of study participants, 80% (37 out of the 46) indicated that the use of
voice thread and video chat helped to facilitate the development of personal connections with their
peers and instructors in the online classrooms. Further, most participants revealed that voice thread
provided them opportunities to upload images, videos, and record audios regarding project
presentations and discussions, which helped them to understand topics. Mossa, a participant from
the sciences noted: “Voice thread provides an avenue and chance to express your voice and
contribute to online discussions just like in the face-to-face classroom” Mustapha a participant
from education, shared:
Yes, using voice thread in the LMS has helped me to connect with my course mates
and instructors. It provides me the chance to respond to questions from videos
posted by both students and instructors. Voice thread allows you to create a virtual
tour of a historical place, analyze and comment on photographs. It helps to connect
or say relate to the course materials and be active in all class discussions.

Participants’ statements indicated that the use of voice thread promoted students’
collaborative knowledge building and created the opportunity for them to express, share, and
contribute to knowledge creation in an online learning environment. Elsie, a participant from social
sciences, noted: “Voice thread helps me to understand presentations better because of the visual
aspect of it. I like the fact you use both audio and video in presenting your project.” Participants
elaborated that voice thread served as an interactive digital tool that enhanced their engagement
and contributions to dialogue about videos, documents, articles, and John, a participant from
engineering, elaborated:
Voice thread in LMS has the potential to motivate you to engage and participate in
all online class activities or projects and contribute to online discussions. It also
allows me to connect and build on my social interactions with instructors and peers.
Most of the participants agreed that the use of voice thread helped them to be engaged,
motivated, and independent learners in the online environment, an experience, to which most
participants attributed their academic achievements in online education.
Blogs/Blogging.
The majority of the participants 87%, (40 out of the 46) confirmed that the use of blogs in
the LMS helped them to respond to discussion posts that would not have happened in face-to-face
classrooms. Participants’ responses confirmed that blogs in online learning serve as an effective
tool for small group assignments, which promote collaborative learning. For instance, Shaun, a
participant from health sciences described his experience using blogs in the online course, saying,
“blogging or blogs served as a reflective tool to reflect on course readings and discussion posts or
projects to prepare for the final exam.” Further, Shaun’s comment reflects the views of many
participants that the use of blogs in the LMS provided them with the opportunity to collaboratively
share and create knowledge. Most participants 82%, (38 out of the 46) also expressed that the use
of a blog in an online setting helps students engage in large group discussions because it provides
the opportunity for all students to communicate, share, and participate in a meaningful discussion.
Participants stated that blogs/blogging in online courses makes it easier for them to submit
assignments. Blogs also serve as a knowledge-building interactive tool to help participants
understand the topics being discussed. Maxi, a participant from social sciences, commented:
The use of blogging in my online course promotes my critical and reflective
thinking skills and the creation of ownership of ideas. I feel like I’m part of the
knowledge produced and can regulate my ideas in what to express and put it online.
There is always the motivation to respond to other posts on the blog at any time and
really like that format because it gives me ample time to think and make a
contribution to class discussion or group activities.
Another participant, Mary from education emphasized that the use of blogs helped her to
understand and contribute to knowledge creation in the online classroom. She noted: “Using blogs
or blogging in the online course provides me instructional resources as instructors can post
hyperlinks to websites that give information and resources on how to complete assignments.” Most
participants, 85% (39 out of the 46), expressed that the use of blogs provided communication and
collaborative tools that helped them to contribute and express their ideas, as did receiving positive
feedback from others. Participants indicated that blogs facilitated knowledge sharing between
students and the ability to discuss real-world issues helped them link knowledge from theory to
practice.

Wikis.
According to Biasutti (2017), wikis are Web 2.0 tools for writing online text in
collaboration. Students use wikis as collaborative interactive tools to communicate and connect
with the course content in online classes. Participants indicated that wikis served as databases for
course information concerning written texts and comments to questions, assignments, and/or
projects, in which they could easily and make changes and manage multiple versions of texts.
Edward, an engineering student, elaborated: “Using wikis has helped me in all online courses I
have taken, it serves as a data storing tool for you to monitor course content resource information.”
Another participant, Sheila, from health sciences stated:
In two of the online courses I have taken, the instructors made us use wikis as a
discussion forum, Wikis allows you to become part of the knowledge construction
process and easy to format the pages. It is very convenient as you link wiki pages
to other external sites for other students to read more about your project or
assignments. The collaborative nature of wikis helped me to understand the content
of that course and had an excellent grade.
According to Ng (2016), a wiki learning environment helps students develop knowledge
collaboratively via the sharing of ideas and thoughts and promotes students’ metacognitive skills.
Participants agreed that are an open technology tool that allow students to set up, change, or
remove information at any time. Overall, participants agreed that wikis helped them engage and
participate in small collaborative group projects.
Google Hangouts.
Participants agreed that Google Hangouts helped them to communicate within a large
group. It also served as a digital tool to connect them with other students and engage with the
course content. They reported that the Google Hangout tool helped them to communicate with
instructors at least once a week to seek guidance on assignments or projects. Sam, a participant
from sciences, noted: “I think ‘Google Hangouts’ brings the social presence part of online learning
because it allows you to communicate and interact with instructors and peers… to ask questions
and get feedback.” Another participant described his experience using Google Hangouts, saying:
Google Hangouts helps to communicate with peers and instructors. For instance, it
helps you to connect with students and instructors on a personal level and to
collaborate with group members to discuss with other students regarding
assignments or group projects. This digital tool gives me the flexibility to achieve
better educational experience in online learning.
The above statement showed that Google Hangouts made learning more engaging and
personalized because it made communication and collaboration easier outside the online
classroom. Participants also reported that using the Google Hangout tool helped them to network
with each other.
The Influence of Multimedia Presentations and Online Learning Experiences
Multimedia technologies play an important role in student engagement and participation in
online discussion. For example, Leila, a participant from education described her experience and
use of multimedia tools saying:

Yeah… multimedia tools have helped me to share videos, presentations, and post
audio files to other students and instructors to view and provide comments and it
brings the personal connection that is in online learning environments. Again,
multimedia tools help me to collaborate with instructors and other students
regarding course content and performance.
The majority of the participants, 89% (41 out of the 46), responded that multimedia
presentations facilitated their participation in online learning. For instance, Mana stated:
“multimedia presentations enhance my engagement in an online learning setting. Because some of
the examples meet my learning needs culturally by providing a medium for creating, sharing, and
ability to collaborate on online presentations.” Most of the participants, 87% (40 out of the 46),
agreed that multimedia technologies enhanced their ability to create and share videos and audios
regarding project presentations online. Participants stated that the visual components of
multimedia helped them to understand course content and engage in online discussions. Peter, an
engineering student, had this to say about his experiences using multimedia tools, “Multimedia
tools give you access to course materials in electronic formats such as audios, videos, and other
visuals. You get to learn in an unstructured format.” For example, participants expressed that the
use of audio narration helped them to understand course content and helped them to connect
content to real-life experiences. As one participant stated: “the use of multimedia tools provides
you with practical learning that you can relate to course content.”
PowerPoint and Prezi.
The majority of the participants reported that PowerPoint presentations organized course
content into smaller pieces that summarized concepts in an organized order for the class. Most
participants, 84% (39 out of the 46), stated that PowerPoint presentations helped to convey the
main ideas of the course to other students and instructors. Kathy, a participant from education,
noted: “PowerPoint presentation summarizes everything for you regarding course contents. It also
stimulates my thinking process in knowledge acquisition in online classrooms.” Sanachi, a
participant from social sciences elaborated: “PowerPoint notes help me to understand online
course materials better especially PowerPoint add-in to record presentations makes it feel like in
the face-to-face class.” Participants revealed that PowerPoint presentations summarized course
materials and made it easy to read them, which enhanced their learning achievement. They
indicated that PowerPoint presentations provided a source of knowledge acquisition.
Another digital tool that most participants mentioned was Prezi. For example, Ashley, a
participant from engineering stated:
I like Prezi over PowerPoint because it has many screen animation functions that
help me to illustrate and organize different graphics and concepts with words. It is
also innovative as you can sequence or show slides in spiral sequencing, which
influence my learning in the online environment.
Most of the participants, 83% (38 out of the 46), reported Prezi to be a useful digital
learning tool that facilitated educational experiences in online learning. It also helped them to
present their projects in ways that helped other students and instructors to understand learning
materials in the LMS.

The Influence of Social Network Tools and Online Learning Experiences

In the twenty-first century, the use of social media and networking tools has shaped
information communication and technology use in online learning environments. Participants
agreed that social media networks created collaborative learning environments that reinforced their
learning. According to Ruleman (2012), social media provide students efficient communication,
collaboration, and connection that positively influence learning. For example, De-Silva from the
sciences reported that the use of social media networks in online learning helped her to be an active
learner and participate in online discussion and provided her with the opportunity to be part of the
knowledge-building process. She commented:
Social media supports my online learning because it is the medium through which
most instructors use to remind students about assignments, announcements, due
dates for assignments or group projects, and other emergencies. For example, social
media gives direct interface and a convenient time to pose questions for your peers
to respond and serves as a collaborative learning tool to share ideas on concepts of
what we learn.
The majority of the participants, 91% (42 out of the 46), agreed that social media networks
(notably, YouTube) provided visual information and educational resources that enhanced their
collaborative learning in the online learning environments. Participants agreed that YouTube
offered them educational resources including visual and video explanations of concepts as well as
opportunities for peer feedback and exchange of ideas. For example, Amir, a participant in the
health sciences shared:
I took a statistics course, and the instructor did a great job of creating video links to
view clips to help students understand concepts. It provided valuable videos
explaining the concepts, and it helped me to get an excellent grade in that class.
Other students posted additional videos on Facebook to share information and ideas
on topics we discuss in online discussions.
Participants emphasized the importance of social media as a means of promoting creative
thinking and collaborative learning via the sharing of digital information. They expressed that
Facebook provides the most additional information to support their educational experiences
regarding communication, collaboration, and resource sharing in the online learning environment.
Most participants, 91% (42 out of the 46), indicated that social media offered them better
communication media, access to resources and information, personal interactions with peers,
resource persons in videos, and the ability to be part of the knowledge creation.
Challenges
Lack of Multicultural Content Resources and Readings
The use and application of digital technologies in online learning come with some
problems. The majority of the participants, 84% (39 out of the 46), reported facing challenges
including the lack of multicultural content and instructor support on how to use digital
technologies, which affected their educational experiences and success in online learning. For
instance, Rubashi, a participant from the health sciences commented:
Most of the readings in my online courses lack examples that I can relate to help
me understand the topic or concept. The content of course materials are of European
or American backgrounds, and it’s like this is it take or leave it. I don’t have an

opportunity to contribute my thoughts or ideas based on my cultural and social

experiences, I mean from my perspectives. You know if the readings are not fun,
you become less motivated to engage and participate in a discussion.
Similarly, Taskhi, a participant from education described his challenges in online
education, saying, “well, as a minority student, I face challenges of reading materials that I can
hardly relate to, especially the examples in most articles I read are out of touch for me to relate.
Hence, making it hard to engage in-class activities.” Both participants advocated for instructors to
incorporate culturally relevant reading materials to help them engage and participate in knowledge
construction. Participants also mentioned a lack of support from instructors on how to use some
of the digital technologies in their online courses. For example, Zhao, a participant from
engineering stated: “I had no orientation on how to use and apply some of the digital technologies
instructors required us to use in online courses. There was no instructor support, which affected
my learning in an online context.”
Discussion
This article explored how digital technologies enhance the educational experiences and
achievements of ethnically diverse learners in online education. It also examined the challenges
culturally diverse learners encounter regarding their academic achievement in online education. In
doing so, the article aimed to explore digital technologies that promote the educational experiences
and academic achievements of culturally diverse learners in online learning. Overall, the study
found four major themes namely (a) the influence of digital technologies that promote positive
educational experiences with the sub-themes (i) video lectures, (ii) voice thread, (iii)
blogs/blogging, (iv) wikis, and (v) Google Hangouts; (b) the influence of multimedia presentations
and online learning experiences with the sub-themes (i) Powerpoints and Prezi; (c) the influence
of social network tools and online learning, and; (d) the lack of multicultural content resources and
content.
Findings demonstrated that the use of digital technologies positively influenced the online
learning experiences and the academic achievements of participants. For example, participants
reported that the use of digital technologies in the LMS supported consistent interactions with
course content, students and instructors, and helped them to engage and participate in the
knowledge-building process in online courses. Participants reported that technologies in the online
LMS such as video lectures, voice threads, blogs, and wikis provided them opportunities to
communicate with instructors and peers, and have more access to course resources, which helped
them to achieve better educational performance. They emphasized that digital technologies offered
them a space to make project presentations, communicate with other students and instructors via
video chats, and exchange ideas via voice thread, which facilitated collaborative learning and
motivated them to be part of the knowledge creation process. Other participants revealed that the
use of digital technologies helped them improve their writing skills. It provided opportunities to
organize and store information in collaborative group activities. These findings are consistent with
prior studies (Kear et al., 2010; Kumi-Yeboah et al., 2017) that reported that digital tools such as
wikis, and forums support the collaborative learning activities of students in online learning
environments, and blogs or blogging also helped students’ writing skills (Twinning, Heller,
Nussbaum, & Tsai, 2017).

Furthermore, findings demonstrated that multimedia presentations helped facilitate

participants’ online learning experiences and educational achievements. Participants indicated that
multimedia presentations such as PowerPoint slides and Prezi provided them opportunities to
create information using these technologies to summarize course information. According to
Bledsoe (2013), multimedia tools such as audio, video, and hyperlink documents embedded in
PowerPoint slides present learning materials that stimulate, motivate and encourage students’
thinking processes. Another finding of this study was that multimedia presentations in LMS
environments promoted the collaborative learning experiences of diverse learners which helped
them to achieve better educational outcomes. It also provided course resources and an array of
information to support knowledge building and creativity.
Moreover, findings demonstrated that social network tools helped participants to create
collaborative learning environments and to develop teamwork skills necessary for success in
computer-supported collaborative learning. These findings support collaborative learning theory
in that such tools provide students the opportunity to create a new knowledge-building structures
to help them play an active role in the knowledge creation process (Balakrishnan, 2014; Kumi-
Yeboah, 2018). According to Ruleman (2012), social media provide students with efficient
communication, collaboration, and connection that positively influence knowledge acquisition.
Findings in this study are consistent with constructivist theory and suggest that learners from
diverse social and cultural backgrounds can construct knowledge from their cultural and
educational experiences.
The findings above are in line with the constructivist view of learning. According to
Vygotsky (1978), learning occurs through interaction between one person and another. As Lee and
Smagorinsky (2000) put it, “learning is mediated first on the inter-psychological plane between a
person and other people and their cultural artifacts, and then appropriated by individuals on the
intra-psychological plane” (p. 2). The online teaching tools provided a space for different forms of
scaffolding through the use of the online platforms (course concepts and materials, digital tools,
media presentations, social networks, etc.) as mediational tools in the process of knowledge
construction. These digital tools positively influenced participants’ learning and engagement.
On the other hand, the study showed that participants faced challenges concerning the of
lack of multicultural content and readings in the online learning environments in ways that affected
their academic success. Participants stated that resources and readings lacked cultural examples to
which they could relate to help them contribute to the knowledge building process. Findings
support the research (Kumi-Yeboah, 2018) that most online learning courses are designed with a
lack of culturally relevant content to help address and support diverse learners’ needs. Participants
also expressed facing the challenge of a lack of instructor support regarding the practical use of
digital technologies in online learning. Thus, instructors and designers should support the
metacognition of diverse learners by incorporating examples of students’ prior work, multiple
content presentations infused with multimedia presentations to help diverse learners in an online
context (Ashong, & Commander, 2012; Li, 2012). Online learning environments should be
inclusive and support diverse groups of learners (Ke & Kwak, 2013).
The present study extends on previous research on exploring the use of digital technologies
from the perspective of diverse learners in online learning environments in several ways. First, this
study is an attempt to better understand digital technologies that promote the educational
experiences and achievements of diverse learners in online education, which addressee a critical
research gap in the literature (Lin & Tsai, 2016; Twinning, Heller, Nussbaum, & Tsai, 2017).

Second, the findings showed a growing need for online instructors to infuse digital technologies
in online teaching to help support diverse learners’ educational achievements. The study also seeks
to broaden online instructors’ understanding of how best to use digital technologies to provide
authentic and meaningful learning experiences for diverse learners. Finally, the study provides
valuable information about the use of digital technologies in online learning and how they help
diverse students to set their own learning goals, manage their learning, and communicate with
others.
Recommendations
Several recommendations resulted from the present. Considering the increasing growth of
diverse student populations in online learning, instructors need to include digital technologies that
promote the educational experiences and achievements of diverse learners. Therefore, instructors
need to recognize the cultural backgrounds of students in online classrooms, and the need to
provide them with digital technologies to help them better understand course content and
contribute to knowledge creation in online learning environments. Another important
recommendation of this study is to inform online instructors and instructional designers to be
cognizant of the various digital technologies that are available to use or adopt when designing
online courses, specifically those that support students from diverse backgrounds.
Implications
This study highlights digital technologies that influence the educational experiences and
achievements of culturally diverse learners in online learning. It also demonstrates that
incorporating digital technologies in online learning promotes the educational achievements of
culturally diverse learners. These findings extend prior research that found that digital technologies
offered students the opportunities to engage, share, reflect, and participate in online collaborative
group work to become part of the knowledge building process (Biasutti & El-Deghaidy, 2012;
Kear et al., 2010; Roblyer & Doering, 2010).
Limitations
Our findings were based on the experiences of 46 diverse learners that used digital
technologies in online courses at a single university. Moreover, technologies change very quickly,
thus the research only represents findings from a particular place and time and cannot necessarily
be applied to other settings and times. Given the heterogeneity of students in online learning, future
research could look into a quantitative study on how digital technologies facilitate the educational
achievements of diverse online learners. Findings will inform online instructors to better recognize
and understand how to attend to the cultural differences and cultural knowledge these learners
bring to the online environment and devise learning strategies to meet their needs.
Conclusion
The inclusion of digital technologies in online learning environments help students from
diverse backgrounds to understand and contribute to knowledge construction, engagement, and
academic achievement. Vygotsky (1978) emphasized the importance of the sociocultural context
in learning. This implies that the sociocultural context of students in online learning should be
taken into account in the choice of materials and applications to create a shared learning
experience. The findings show that culturally diverse learners experience academic achievement
via the use of digital technologies, in particular: (a) the influence of digital technologies that

promote positive educational experiences such as (i) video lectures, (ii) voice thread, (iii)
blogs/blogging, (iv) wikis, and (v) Google Hangouts; (b) the influence of multimedia presentations
and online learning experiences including Powerpoint and Prezi, and ; (c) the influence of social
network tools and online learning. At the same time they are challenged by (d) the lack of
multicultural content resources and readings. This paper sets out to expand our understanding of
the relevance of how digital technologies best promote the educational experience and
achievement of diverse learners in online learning. Thus, online instructors should be cognizant of
their students and include materials that are culturally relevant to create a rich learning
environment for all learners.
Notes
1. We use pseudonyms throughout the study to represent student participants.
2. We define culturally diverse learners as students who are categorized in the United States
educational systems as a result of their ethnicity, language acquisition, socio-cultural experiences,
and cultural backgrounds.

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Appendix A
Exploring digital technologies that promote educational experiences and achievements of

diverse learners in online learning environments
1. Please tell me about your online learning experience. How has it been? Please describe in
detail how you are enjoying it.
2. Describe your access to digital technology in online course.
3. Can you tell us about your experience using digital technology or technologies in online
learning environment? How do you define that?
4. How do you use digital technologies to interact with students (peers) and instructors in
the online learning environment?
5. Do you think the communication tools, such as emails, online chats, videos, and
discussion board, have been useful for online learning collaboration? Why or why not?
Please explain.
6. What other communication tools (such as Skype, videos) did your online course?
Why did you choose to use those tools or what was your preference?
7. What type of multimedia technologies or presentations do you prefer? Why do you prefer
this type? Describe how multimedia tool contribute more to your online learning
experiences and educational achievements.
8. How would you describe your experience using digital technologies and how it facilitates
your online collaborative learning activities and educational success? Please explain with
examples.
9. Please tell me what type of social networking applications and or tools (e.g., Facebook,
YouTube, Twitter, LinkedIn, and others) do you use in online learning and describe how
it helps you to contribute and gain knowledge.
10. What are your primary reasons for using social networking applications in your online
learning course and describe how it enhances your academic success?
11. Which of the digital and multimedia technologies motivates you to contribute or learn
better in an online course? How did these technologies contribute to your educational
achievements in online learning? Please explain.
12. Please describe the best social networking application tool that help or enhance your
educational achievements in online course/learning. Explain with examples.
13. What are the benefits you gain from digital technologies and multimedia presentations
online learning. Please explain with specific examples.
14. Describe the major challenges you face using digital and multimedia technologies online
learning environments. Please provide specific examples.
15. How would you address cultural differences in the online learning environment? Do you
want anyone to ask you questions about your cultural background or related to your
background in online environments?
16. Do you think digital technologies helps you to succeed as a diverse learner in the online
learning? Why or why not? Please explain.

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Exploring the Use of Digital Technologies from the Perspective of Diverse Learners in Online Learning Environments

Exploring the Use of Digital Technologies from the

Anthony Mawuli Sallar

Lydiah Kananu Kiramba

Keywords: digital technologies, diverse learners, constructivism, collaborative online learning,

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Online Learning Journal – Volume 24 Issue 4 – December 2020 5 43

Review of Related Literature

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The Influence of Social Network Tools and Online Learning Experiences

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opportunity to contribute my thoughts or ideas based on my cultural and social

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Furthermore, findings demonstrated that multimedia presentations helped facilitate

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Lee, C. D. & Smagorinsky, P. (2000). Vygotskian perspectives on literacy research:

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Exploring digital technologies that promote educational experiences and achievements of

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