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5
of female and male in the study is a possible limitation due to its focus on gender binary. Lastly, participants could opt out of the study, even if they identified as mixed African-American/Black students.
Assumptions The study was guided by two assumptions. The first assumption was that the participants provided an accurate and honest account of their experiences in taking completing coursework online. The second assumption was that qualitative research was the best methodological approach for this research study.
Definition of Terms
There following terms are used in this study:
African-American or Black - A person in the United States of America with origins with the Black racial groups of Africa (United States Census Bureau, 2018).
Asynchronous Online Learning – Internet-based instruction that occurs in delayed time and does not require the simultaneous participation of learners and instructors. Learners can review and complete work at their own pace to follow a specific deadline (Mehrotra et al., 2001). Community college - An open-access, public, two-year degree-granting institution. Distance Education - Instruction provided remotely while the instructor and the student are not in each other’s geographic location or physical presence (Mehrotra et al., 2001). The terms online learning, online education, online courses, and distance learning are used interchangeably. Face-to-face course – A lecture component in which learners are expected to be physically present in the same location as their instructor. The term campus-based courses are used interchangeably.
Object Description
| Title | African-American/Black students’ experience and achievement in asynchronous online learning environments at a community college |
| Author | Whitaker, Tammara |
| Author email | tammarawhit@gmail.com;tammaraw@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Educational Leadership |
| School | Rossier School of Education |
| Date defended/completed | 2020-07-10 |
| Date submitted | 2020-08-05 |
| Date approved | 2020-08-06 |
| Restricted until | 2020-08-06 |
| Date published | 2020-08-06 |
| Advisor (committee chair) | Tambascia, Tracy |
| Abstract | This qualitative study explored the experiences and perspectives of African-American/Black community college students in asynchronous online learning environments. This study was guided through the lens of Bronfenbrenner’s ecological systems theory. Despite the growing number of African-American/Black students enrolling in California community colleges and online courses, there is little known regarding the online learning experiences of this student population. Furthermore, African-American/Black students have poor academic outcomes in online courses in the California community colleges. Data were collected from semi-structured interviews with 15 African-American/Black students who completed at least one asynchronous online course at a community college in Southern California. The study found that African-American/Black students in asynchronous online learning environments had limited interaction with their peers in the course. Furthermore, the participants used many on-campus support services and were not aware or did not utilize the online support services offered by the college. The participants also highlighted the importance of family, faculty, and counselor support throughout their academic journey. The study offers recommendations to improve the online student experience of racially minoritized students, specifically African-American/Black students, in asynchronous online learning environments at a community college. |
| Keyword | distance education; online learning, asynchronous online learning; asynchronous online learning environments; community college; online learning experience; California community college; African American online student; ecological systems theory |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Contributing entity | University of Southern California |
| Rights | Whitaker, Tammara |
| Physical access | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-WhitakerTa-8891.pdf |
| Archival file | Volume13/etd-WhitakerTa-8891.pdf |
Description
| Title | Page 15 |
| Full text | 5 of female and male in the study is a possible limitation due to its focus on gender binary. Lastly, participants could opt out of the study, even if they identified as mixed African-American/Black students. Assumptions The study was guided by two assumptions. The first assumption was that the participants provided an accurate and honest account of their experiences in taking completing coursework online. The second assumption was that qualitative research was the best methodological approach for this research study. Definition of Terms There following terms are used in this study: African-American or Black - A person in the United States of America with origins with the Black racial groups of Africa (United States Census Bureau, 2018). Asynchronous Online Learning – Internet-based instruction that occurs in delayed time and does not require the simultaneous participation of learners and instructors. Learners can review and complete work at their own pace to follow a specific deadline (Mehrotra et al., 2001). Community college - An open-access, public, two-year degree-granting institution. Distance Education - Instruction provided remotely while the instructor and the student are not in each other’s geographic location or physical presence (Mehrotra et al., 2001). The terms online learning, online education, online courses, and distance learning are used interchangeably. Face-to-face course – A lecture component in which learners are expected to be physically present in the same location as their instructor. The term campus-based courses are used interchangeably. |
