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29
technological skills in an online learning environment. The impact of race and SES on technological skills and literacy may be a disadvantage to certain students prior to reaching post-secondary education.
Culturally Responsive Instruction in Online Education
Culturally responsive instruction allows teachers to understand and bridge the cultural gap with their students (Heitner & Jennings, 2016; Ogbu & Simmons, 1998). A core principle of culturally responsive pedagogy is creating equal opportunities for positive academic outcomes from students from diverse cultural backgrounds (Gay, 2010; Ladson-Billings, 1995). Culturally responsive instruction emphasizes respect for diversity and creating a safe and inclusive environment (Bergeron, 2008). Rovai and Downey (2010) posited an online program with a “pedagogically narrow approach” without the consideration of the educational needs of culturally and ethnically diverse students is detrimental to not only the program but also the institution (p. 146). Ethnic and cultural considerations affect students’ self-esteem and academic outcomes (Bergeron, 2008). Additionally, a culturally responsive curriculum allows students to learn from their individual experiences and connect new knowledge to their own experiences. Kaupp (2012) emphasized the need to assess the quality of instruction in online education to connect specific strategies to improve student outcomes for marginalized groups and share amongst the online learning community. As a result, culturally responsive teaching (CRT) involves not only valuing cultural differences, but challenging stereotypes, racism, oppression, and injustice (Gay, 2010). The instruction must mediate inequities in a classroom environment “stemming from culture, class, race, and other disparities” (Heitner & Jennings, 2016, p. 56). It is important to reduce the bias against the possibility that any cultural group will be placed at a disadvantage in the online learning process (Rovai & Downey, 2010).
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 39 |
| Full text | 29 technological skills in an online learning environment. The impact of race and SES on technological skills and literacy may be a disadvantage to certain students prior to reaching post-secondary education. Culturally Responsive Instruction in Online Education Culturally responsive instruction allows teachers to understand and bridge the cultural gap with their students (Heitner & Jennings, 2016; Ogbu & Simmons, 1998). A core principle of culturally responsive pedagogy is creating equal opportunities for positive academic outcomes from students from diverse cultural backgrounds (Gay, 2010; Ladson-Billings, 1995). Culturally responsive instruction emphasizes respect for diversity and creating a safe and inclusive environment (Bergeron, 2008). Rovai and Downey (2010) posited an online program with a “pedagogically narrow approach” without the consideration of the educational needs of culturally and ethnically diverse students is detrimental to not only the program but also the institution (p. 146). Ethnic and cultural considerations affect students’ self-esteem and academic outcomes (Bergeron, 2008). Additionally, a culturally responsive curriculum allows students to learn from their individual experiences and connect new knowledge to their own experiences. Kaupp (2012) emphasized the need to assess the quality of instruction in online education to connect specific strategies to improve student outcomes for marginalized groups and share amongst the online learning community. As a result, culturally responsive teaching (CRT) involves not only valuing cultural differences, but challenging stereotypes, racism, oppression, and injustice (Gay, 2010). The instruction must mediate inequities in a classroom environment “stemming from culture, class, race, and other disparities” (Heitner & Jennings, 2016, p. 56). It is important to reduce the bias against the possibility that any cultural group will be placed at a disadvantage in the online learning process (Rovai & Downey, 2010). |
