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Ecological Systems Theory Bronfenbrenner’s (1994) ecological systems theory considers the interdependent and intertwining relationships of the individual and their environment. Bronfenbrenner’s ecological systems theory is a useful framework for understanding the complexity of interactions linked to student achievement (Johnson, 2008). Models derived from the ecological systems theory are typically used to understand child development (Bronfenbrenner, 1977). However, Bronfenbrenner extended and revised the model to include the development of individuals over time. Bronfenbrenner established the process, person, context, and time model (PPCT) to categorize the various elements that influence human development. In which the person is the center of the model. These elements collaborate in ways that promote or inhibit an individual’s development. Bronfenbrenner’s model provides a lens to examine the interrelated interactions and experiences between students within the context that influence an individual’s growth or development (Evans et al., 2010).
The ecological systems theory provides a framework to examine the processes of human development in the context of the varying systems or environments that influence human development. Bronfenbrenner (1986) emphasized that human development involves both continuity and change impacted “by the relations between these settings and by the larger contexts in which the settings are embedded” (p. 118). The theory contains five nested systems and examines how each system interacts and influences the other: micro-, meso-, exo-, macro-, and chronosystems. Bronfenbrenner (1979) posited that we are not solely recipients of our social experiences with individuals; we also contribute to the construction of this environment. As illustrated in Figure 4, the systems range from the most immediate circle to an individual, such as
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 50 |
| Full text | 40 Ecological Systems Theory Bronfenbrenner’s (1994) ecological systems theory considers the interdependent and intertwining relationships of the individual and their environment. Bronfenbrenner’s ecological systems theory is a useful framework for understanding the complexity of interactions linked to student achievement (Johnson, 2008). Models derived from the ecological systems theory are typically used to understand child development (Bronfenbrenner, 1977). However, Bronfenbrenner extended and revised the model to include the development of individuals over time. Bronfenbrenner established the process, person, context, and time model (PPCT) to categorize the various elements that influence human development. In which the person is the center of the model. These elements collaborate in ways that promote or inhibit an individual’s development. Bronfenbrenner’s model provides a lens to examine the interrelated interactions and experiences between students within the context that influence an individual’s growth or development (Evans et al., 2010). The ecological systems theory provides a framework to examine the processes of human development in the context of the varying systems or environments that influence human development. Bronfenbrenner (1986) emphasized that human development involves both continuity and change impacted “by the relations between these settings and by the larger contexts in which the settings are embedded” (p. 118). The theory contains five nested systems and examines how each system interacts and influences the other: micro-, meso-, exo-, macro-, and chronosystems. Bronfenbrenner (1979) posited that we are not solely recipients of our social experiences with individuals; we also contribute to the construction of this environment. As illustrated in Figure 4, the systems range from the most immediate circle to an individual, such as |
