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14
than in traditional, face-to-face courses at CCCs. In a report that tracked a cohort of students enrolled in one of the CCCs over 6 years from fall 2006 to fall 2012, 9.4% of African-American/Black students were enrolled in online courses, compared to 7.6% African-American/Black students enrolled in traditional face-to-face courses (Johnson & Cuellar Mejia, 2014). Online Learning Success at California Community Colleges
Community colleges are an entry point for many underrepresented populations in higher education, and it is necessary to explore whether online learning contributes to or reduces known equity gaps. Retention rates in distance learning courses continue to be a concern for many community colleges (Aragon & Johnson, 2008). Whenever a student withdraws from a course, the student is considered not retained. However, the retention rate has improved for online learning courses at CCCs, with an average retention gap between online instruction and traditional instruction of 7% from 2005–06 to 2016–17 (Woodyard & Larson, 2017). CCCs have also experienced an improvement in academic outcomes in online learning courses. The gap in success rates between face-to-face courses and distance education courses, 71% and 66% respectively, have closed from 17% in 2006–07 to 4% in 2016–17 (Woodyard & Larson, 2017). Thus, student academic performance is higher in face-to-face courses when compared to success rates in distance education courses, which is defined as receiving a grade of C or better. However, the academic performance gap of African-American/Black and Latinx students in online learning courses is worse compared to traditional face-to-face courses (Johnson & Cuellar Mejia, 2014).
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 24 |
| Full text | 14 than in traditional, face-to-face courses at CCCs. In a report that tracked a cohort of students enrolled in one of the CCCs over 6 years from fall 2006 to fall 2012, 9.4% of African-American/Black students were enrolled in online courses, compared to 7.6% African-American/Black students enrolled in traditional face-to-face courses (Johnson & Cuellar Mejia, 2014). Online Learning Success at California Community Colleges Community colleges are an entry point for many underrepresented populations in higher education, and it is necessary to explore whether online learning contributes to or reduces known equity gaps. Retention rates in distance learning courses continue to be a concern for many community colleges (Aragon & Johnson, 2008). Whenever a student withdraws from a course, the student is considered not retained. However, the retention rate has improved for online learning courses at CCCs, with an average retention gap between online instruction and traditional instruction of 7% from 2005–06 to 2016–17 (Woodyard & Larson, 2017). CCCs have also experienced an improvement in academic outcomes in online learning courses. The gap in success rates between face-to-face courses and distance education courses, 71% and 66% respectively, have closed from 17% in 2006–07 to 4% in 2016–17 (Woodyard & Larson, 2017). Thus, student academic performance is higher in face-to-face courses when compared to success rates in distance education courses, which is defined as receiving a grade of C or better. However, the academic performance gap of African-American/Black and Latinx students in online learning courses is worse compared to traditional face-to-face courses (Johnson & Cuellar Mejia, 2014). |
