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24
American/Black students report a less positive perception than their White counterparts with online courses (Ashong & Commander, 2012; Okwumabua et al., 2011). African-American/Black students particularly reported fewer positive perceptions regarding the asynchronous nature of online courses and had a stronger preference for real-time learning than White students (Ashong & Commander, 2012).
A study of 124 young African-American/Black students found a negative attitude towards online learning (Okwumabua et al., 2011). A significant number of students revealed low interest in using the computer and did not perceive online learning to have a positive impact on their academic performance. The students in the study had experience working with computers but did not have experience with online learning applications. This had a direct impact on students’ confidence level. There were inconsistencies of attitudes between use of computers for personal purpose versus for academic purposes. According to Okwumabua et al., (2011), “these attitudes are relevant to intervention, educational achievement, and technological advancement with respect to minority populations” (p. 247). It is possible African-American/Black adult learners are already influenced by their perception towards online learning as an adolescent. There is a need to understand the attitudes and perceptions that prevent many African-American/Black students from excelling in an online learning environment.
Interaction is an important factor that contributes to student satisfaction in online learning (Artino, 2007). Kuo (2014) surveyed 64 African-American/Black undergraduate students attending a historically Black college and enrolled in an accelerated online course. The quantitative study found the participants had significant levels of satisfaction with online courses when there was interaction among the content, faculty, and peers. Student satisfaction was positively correlated with the student’s success in an online learning environment. Students who
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 34 |
| Full text | 24 American/Black students report a less positive perception than their White counterparts with online courses (Ashong & Commander, 2012; Okwumabua et al., 2011). African-American/Black students particularly reported fewer positive perceptions regarding the asynchronous nature of online courses and had a stronger preference for real-time learning than White students (Ashong & Commander, 2012). A study of 124 young African-American/Black students found a negative attitude towards online learning (Okwumabua et al., 2011). A significant number of students revealed low interest in using the computer and did not perceive online learning to have a positive impact on their academic performance. The students in the study had experience working with computers but did not have experience with online learning applications. This had a direct impact on students’ confidence level. There were inconsistencies of attitudes between use of computers for personal purpose versus for academic purposes. According to Okwumabua et al., (2011), “these attitudes are relevant to intervention, educational achievement, and technological advancement with respect to minority populations” (p. 247). It is possible African-American/Black adult learners are already influenced by their perception towards online learning as an adolescent. There is a need to understand the attitudes and perceptions that prevent many African-American/Black students from excelling in an online learning environment. Interaction is an important factor that contributes to student satisfaction in online learning (Artino, 2007). Kuo (2014) surveyed 64 African-American/Black undergraduate students attending a historically Black college and enrolled in an accelerated online course. The quantitative study found the participants had significant levels of satisfaction with online courses when there was interaction among the content, faculty, and peers. Student satisfaction was positively correlated with the student’s success in an online learning environment. Students who |
