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Culturally Responsive Training for Online Faculty
According to Reeves and Reeves (1997), the challenges in course design may occur when the main pedagogical values in one culture are inappropriate for another group. There is limited research surrounding CRT practices of online faculty as they teach a diverse body of students, such as racially minoritized students (Heitner & Jennings, 2016). However, Smith and Ayers (2006) emphasized the need for community college educators to develop tasks for online students to integrate their own personal and culturally relevant experiences to demonstrate achievement of learning objectives.
According to Heitner and Jennings (2016), a lack of understanding about culturally responsive practices may lead to miscommunication, attrition, mistrust, and persistence issues for online students. However, higher education faculty tend to be less familiar with culturally responsive pedagogy than their K-12 counterparts (Ginsberg & Wlodkowski, 2009). Heitner and Jennings’s (2016) study of 47 online faculty in higher education revealed that the majority of faculty were aware of the value of CRT but did not have the knowledge to put it into practice in their classroom. The researchers posited the need for professional development, training, and mentorship to meet the needs of the diverse learners they teach in an online environment. CRT essentially responds to students through methods that build and sustain positive relationships (Shevalier, & Mckenzie, 2012). Thus, faculty members must receive the training to become equity-minded and culturally competent to successfully engage with Black students in order to support their academic success.
Social Presence
The online learning experience is also associated with social presence and learning satisfaction (Kim et al., 2011). According to the researchers, the lack of social interaction is
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 40 |
| Full text | 30 Culturally Responsive Training for Online Faculty According to Reeves and Reeves (1997), the challenges in course design may occur when the main pedagogical values in one culture are inappropriate for another group. There is limited research surrounding CRT practices of online faculty as they teach a diverse body of students, such as racially minoritized students (Heitner & Jennings, 2016). However, Smith and Ayers (2006) emphasized the need for community college educators to develop tasks for online students to integrate their own personal and culturally relevant experiences to demonstrate achievement of learning objectives. According to Heitner and Jennings (2016), a lack of understanding about culturally responsive practices may lead to miscommunication, attrition, mistrust, and persistence issues for online students. However, higher education faculty tend to be less familiar with culturally responsive pedagogy than their K-12 counterparts (Ginsberg & Wlodkowski, 2009). Heitner and Jennings’s (2016) study of 47 online faculty in higher education revealed that the majority of faculty were aware of the value of CRT but did not have the knowledge to put it into practice in their classroom. The researchers posited the need for professional development, training, and mentorship to meet the needs of the diverse learners they teach in an online environment. CRT essentially responds to students through methods that build and sustain positive relationships (Shevalier, & Mckenzie, 2012). Thus, faculty members must receive the training to become equity-minded and culturally competent to successfully engage with Black students in order to support their academic success. Social Presence The online learning experience is also associated with social presence and learning satisfaction (Kim et al., 2011). According to the researchers, the lack of social interaction is |
