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improvement of interaction in online learning environments. Zhao et al. (2014) evaluated the effects of social presence on the use of asynchronous discussions in higher education can improve learning. The researchers found that social presence can improve learning by creating collaboration “through establishing a warm and collegial learning community” to encourage learners to participate and interact (p. 817). Strategies for social presence in an online environment include timely feedback from the instructor, incorporating audio, creating welcome messages, and incorporating collaborative learning activities (Sung & Mayer, 2012). Social presence is imperative for quality, asynchronous discussion forums (Akcaoglu & Lee, 2016). Social presence decreases the feeling of isolation and increases the odds of students persisting in an online course (Clark et al., 2015). Additionally, social presence can be perceived differently depending on the cultural background of the student (Chang & Lim, 2002). Social presence is an important factor in the online learning experience, yet there is limited research about African-American/Black students’ perspectives or cultural influences regarding social presence.
Online courses in which learners perceive a strong social presence and a sense of connectedness are more likely to have positive outcomes (Hart, 2012). Social presence is the pathway to online social support, and more cultural consideration is needed for online asynchronous courses to be effective with racially minoritized students. Ke and Kwak (2013) took a closer look at interaction participation, satisfaction, and perception in an online learning environment across age and ethnicity. The mixed-method study included 392 students enrolled in 28 online courses at a major university in the United States. The study found the minoritized groups of students desired social presence and a bond, such as a cohort group, that lasted beyond one course. The researchers suggested online programs should incorporate long-term learning
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 42 |
| Full text | 32 improvement of interaction in online learning environments. Zhao et al. (2014) evaluated the effects of social presence on the use of asynchronous discussions in higher education can improve learning. The researchers found that social presence can improve learning by creating collaboration “through establishing a warm and collegial learning community” to encourage learners to participate and interact (p. 817). Strategies for social presence in an online environment include timely feedback from the instructor, incorporating audio, creating welcome messages, and incorporating collaborative learning activities (Sung & Mayer, 2012). Social presence is imperative for quality, asynchronous discussion forums (Akcaoglu & Lee, 2016). Social presence decreases the feeling of isolation and increases the odds of students persisting in an online course (Clark et al., 2015). Additionally, social presence can be perceived differently depending on the cultural background of the student (Chang & Lim, 2002). Social presence is an important factor in the online learning experience, yet there is limited research about African-American/Black students’ perspectives or cultural influences regarding social presence. Online courses in which learners perceive a strong social presence and a sense of connectedness are more likely to have positive outcomes (Hart, 2012). Social presence is the pathway to online social support, and more cultural consideration is needed for online asynchronous courses to be effective with racially minoritized students. Ke and Kwak (2013) took a closer look at interaction participation, satisfaction, and perception in an online learning environment across age and ethnicity. The mixed-method study included 392 students enrolled in 28 online courses at a major university in the United States. The study found the minoritized groups of students desired social presence and a bond, such as a cohort group, that lasted beyond one course. The researchers suggested online programs should incorporate long-term learning |
