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31
thought to play a significant role in the lower retention rates in online courses, compared to face-to-face courses. Thus, the Community of Inquiry (CoI) model addresses online pedagogy that contributes to student success (Arbaugh et al., 2008; Garrison, 2009). The CoI framework guides instructors to create an effective virtual community by engaging in three deferent elements of presence: social presence, cognitive presence, and teaching presence (Garrison, 2009). Social presence is a type of class interaction that encompasses collaborative and social interactions among learners, their peers, and instructors (Soper & Ukot, 2016). Cognitive presence is the way that students engage with the content, and teaching presence is the way students connect with the instructor (Garrison & Arbaugh, 2007). The presences interact and overlap, and the goal of CoI is to add a human element to asynchronous online classes (D’alessio, et al., 2019). There is some debate around whether social presence actually improves learning (Soper & Ukot, 2016). The overall goal of creating social presence is to create a level of comfort for learners in any learning environment and provides a feeling of security with the instructor and students (Aragon, 2003). Thus, students will feel safe to express themselves and increase participation when they feel at ease (Soper & Ukot, 2016). There is an abundance of literature on online learning that focuses on instructional design and technological decisions to improve learning, yet social presence is more focused on the online learners’ affective feelings of social presence. The increased perception of social presence for students is highly dependent on the type of technology used and the immediacy of communication in asynchronous online learning environments (Chang & Lim, 2002).
Social presence in online learning environments refers to the degree to which a learner feels personally connected with their peers and the instructor in an online learning community (Sung & Mayer, 2012). Online social presence is a significant factor contributing to the
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 41 |
| Full text | 31 thought to play a significant role in the lower retention rates in online courses, compared to face-to-face courses. Thus, the Community of Inquiry (CoI) model addresses online pedagogy that contributes to student success (Arbaugh et al., 2008; Garrison, 2009). The CoI framework guides instructors to create an effective virtual community by engaging in three deferent elements of presence: social presence, cognitive presence, and teaching presence (Garrison, 2009). Social presence is a type of class interaction that encompasses collaborative and social interactions among learners, their peers, and instructors (Soper & Ukot, 2016). Cognitive presence is the way that students engage with the content, and teaching presence is the way students connect with the instructor (Garrison & Arbaugh, 2007). The presences interact and overlap, and the goal of CoI is to add a human element to asynchronous online classes (D’alessio, et al., 2019). There is some debate around whether social presence actually improves learning (Soper & Ukot, 2016). The overall goal of creating social presence is to create a level of comfort for learners in any learning environment and provides a feeling of security with the instructor and students (Aragon, 2003). Thus, students will feel safe to express themselves and increase participation when they feel at ease (Soper & Ukot, 2016). There is an abundance of literature on online learning that focuses on instructional design and technological decisions to improve learning, yet social presence is more focused on the online learners’ affective feelings of social presence. The increased perception of social presence for students is highly dependent on the type of technology used and the immediacy of communication in asynchronous online learning environments (Chang & Lim, 2002). Social presence in online learning environments refers to the degree to which a learner feels personally connected with their peers and the instructor in an online learning community (Sung & Mayer, 2012). Online social presence is a significant factor contributing to the |
