Document Type

Conference Proceeding


We explored factors predicting student learning outcomes (N=1303) in online Introductory Psychology sections at an open-enrollment college in the Northeastern United States in Fall 2020. Students from historically underserved groups were more likely to struggle on course outcomes, perhaps reflecting the disproportionate impact of COVID-19. Use of desktops/laptops on assignments predicted higher pass rates and quiz grades. Scores on quizzes tended to be higher in smaller class sections. Findings suggest certain students are already at-risk at the semester’s start, students should use desktops/laptops for online coursework when possible, and smaller online class sizes correlate with better performance on low-stakes outcomes.