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51
Data Collection The study was approved by USC and ACC institutional review boards before data collection. Upon approval, the director of the African-American/Black cultural organization, faculty at ACC, forwarded an e-mail on the researcher’s behalf to enlist participants. Additionally, snowball sampling was used to identify additional participants. The e-mail contained a brief discussion of the nature of the study, the time commitment and criteria to participate, the pre-survey link, and a notice to inform participants who were selected to interview received a $20 Amazon gift card for individual interviews. The pre-survey allowed the researcher to select candidates who have enrolled in at least one online course at ACC. All participants were at least 18 years old, and the age range varied considering the open-access nature of community college. The researcher contacted potential participants via e-mail to schedule an interview. The e-mail reiterated the purpose of the study, time commitment of the interview, confidentiality statement, and permission to audio and video record the interviews. As noted, the researcher requested a pseudonym from each interview participant to use throughout the study.
The 15 interviews took place via a video and audio-conferencing tool, Zoom, or in a conference room on campus to ensure privacy. Considering the study involved students who may not have courses on campus, it would not be convenient for students to commute to campus. The researcher recorded interviews because content is likely to be lost without recording (Weiss, 1994), and recording interviews via handwritten notes is least desirable (Merriam & Tisdell, 2016). Each interview was 45 minutes to an hour.
The researcher introduced herself, gave a brief overview of the study, and provided the information sheet (Appendix E). The researcher revealed measures to maintain confidentiality,
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 61 |
| Full text | 51 Data Collection The study was approved by USC and ACC institutional review boards before data collection. Upon approval, the director of the African-American/Black cultural organization, faculty at ACC, forwarded an e-mail on the researcher’s behalf to enlist participants. Additionally, snowball sampling was used to identify additional participants. The e-mail contained a brief discussion of the nature of the study, the time commitment and criteria to participate, the pre-survey link, and a notice to inform participants who were selected to interview received a $20 Amazon gift card for individual interviews. The pre-survey allowed the researcher to select candidates who have enrolled in at least one online course at ACC. All participants were at least 18 years old, and the age range varied considering the open-access nature of community college. The researcher contacted potential participants via e-mail to schedule an interview. The e-mail reiterated the purpose of the study, time commitment of the interview, confidentiality statement, and permission to audio and video record the interviews. As noted, the researcher requested a pseudonym from each interview participant to use throughout the study. The 15 interviews took place via a video and audio-conferencing tool, Zoom, or in a conference room on campus to ensure privacy. Considering the study involved students who may not have courses on campus, it would not be convenient for students to commute to campus. The researcher recorded interviews because content is likely to be lost without recording (Weiss, 1994), and recording interviews via handwritten notes is least desirable (Merriam & Tisdell, 2016). Each interview was 45 minutes to an hour. The researcher introduced herself, gave a brief overview of the study, and provided the information sheet (Appendix E). The researcher revealed measures to maintain confidentiality, |
