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52
the voluntary nature of the study, and that follow-ups may be necessary for the study. The participants received an opportunity to ask any questions and confirm via verbal consent to record the interview. The researcher used the interview protocol, which included probing or asking for clarification depending on the response. Throughout the interview, the researcher wrote notes to guide subsequent questions. Following each interview, the researcher wrote reflective memos to detail the sense of rapport with the participant, researcher bias, and any conversations that happened after the recording stopped.
Upon the conclusion of the interview, participants received an electronic Amazon gift card. To maintain confidentiality in the qualitative data collection process, a third-party transcription service was used. Interview recordings were also transcribed and reviewed after each interview. The transcribed interview responses and audio recordings were stored on a password secured device and deleted after five years of the study.
Data Analysis
The analysis of qualitative data is an ongoing and iterative process (Merriam & Tisdell, 2016). Case studies involve an analysis of extensive amounts of narrative text (Turner, 2010). The analytic process for the study involved transcripts of recordings from interviews, coding, and memos. As the researcher collected the data, she simultaneously analyzed the data and noticed patterns (Miles et al., 2014). The researcher color-coded the interview data electronically to develop categories. The researcher also thought of the data in theoretical categories (Maxwell, 2013). The categories were organized into themes that best reflected the participant’s experiences. The researcher looked over the data several times and revised the coding to avoid a shallow analysis of the data. Furthermore, the researcher’s reflective memos of the interviews and field notes were summarized. This approach allowed the researcher to identify connections
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 62 |
| Full text | 52 the voluntary nature of the study, and that follow-ups may be necessary for the study. The participants received an opportunity to ask any questions and confirm via verbal consent to record the interview. The researcher used the interview protocol, which included probing or asking for clarification depending on the response. Throughout the interview, the researcher wrote notes to guide subsequent questions. Following each interview, the researcher wrote reflective memos to detail the sense of rapport with the participant, researcher bias, and any conversations that happened after the recording stopped. Upon the conclusion of the interview, participants received an electronic Amazon gift card. To maintain confidentiality in the qualitative data collection process, a third-party transcription service was used. Interview recordings were also transcribed and reviewed after each interview. The transcribed interview responses and audio recordings were stored on a password secured device and deleted after five years of the study. Data Analysis The analysis of qualitative data is an ongoing and iterative process (Merriam & Tisdell, 2016). Case studies involve an analysis of extensive amounts of narrative text (Turner, 2010). The analytic process for the study involved transcripts of recordings from interviews, coding, and memos. As the researcher collected the data, she simultaneously analyzed the data and noticed patterns (Miles et al., 2014). The researcher color-coded the interview data electronically to develop categories. The researcher also thought of the data in theoretical categories (Maxwell, 2013). The categories were organized into themes that best reflected the participant’s experiences. The researcher looked over the data several times and revised the coding to avoid a shallow analysis of the data. Furthermore, the researcher’s reflective memos of the interviews and field notes were summarized. This approach allowed the researcher to identify connections |
