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39
Positive student outcomes are all linked to quality support services at a higher education institution (LaPadula, 2003).
With the increasing numbers of online students and expansion of online courses, community colleges face new challenges in providing student services and other support in an online learning environment (Woodyard & Larson, 2017). Many students are expected to come to campus to utilize support services, yet that is difficult for many distance learners. Smith (2005) noted that many colleges have adopted online support services more slowly and on a limited basis. Additionally, higher education institutions may not provide support services beyond normal business hours that are necessary for online learners (Britto & Rush, 2013). The lack of readily available support services in an online format is a potential barrier for online student success. The availability of online support services is important when considering the characteristics of community colleges, which serve a diverse population of students and is more varied than any other sector of higher education (Smith, 2005). Studies have found that online students want flexible, online access that is similar to what is offered on campus (Dare et al., 2005; LaPadula, 2003). The researcher suggests the need for community colleges to develop a long-term plan to support online learners to avoid treating them as “second-class students” (p. 29). Chen et al. (2010) posit that as more racially minoritized and part-time students enroll in online courses, it is imperative to ensure not only the quality of online education but also providing online student support services is essential for social equity. Furthermore, the gap in the literature in this area makes it difficult for academic institutions to effectively address the needs of racially minoritized students to become a successful online learner.
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 49 |
| Full text | 39 Positive student outcomes are all linked to quality support services at a higher education institution (LaPadula, 2003). With the increasing numbers of online students and expansion of online courses, community colleges face new challenges in providing student services and other support in an online learning environment (Woodyard & Larson, 2017). Many students are expected to come to campus to utilize support services, yet that is difficult for many distance learners. Smith (2005) noted that many colleges have adopted online support services more slowly and on a limited basis. Additionally, higher education institutions may not provide support services beyond normal business hours that are necessary for online learners (Britto & Rush, 2013). The lack of readily available support services in an online format is a potential barrier for online student success. The availability of online support services is important when considering the characteristics of community colleges, which serve a diverse population of students and is more varied than any other sector of higher education (Smith, 2005). Studies have found that online students want flexible, online access that is similar to what is offered on campus (Dare et al., 2005; LaPadula, 2003). The researcher suggests the need for community colleges to develop a long-term plan to support online learners to avoid treating them as “second-class students” (p. 29). Chen et al. (2010) posit that as more racially minoritized and part-time students enroll in online courses, it is imperative to ensure not only the quality of online education but also providing online student support services is essential for social equity. Furthermore, the gap in the literature in this area makes it difficult for academic institutions to effectively address the needs of racially minoritized students to become a successful online learner. |
