Page 70 |
Save page Remove page | Previous | 70 of 147 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
60
Jessica was a full-time student motivated to attend college to obtain employment. She was employed and enrolled in a mixture of online and face-to-face classes. Jessica’s interest in taking online classes stemmed from the convenience the classes provide, such as the commute, parking costs, and avoiding in-person contact. Jenny was a full-time student. She was a nursing student, mother, and worked full-time. Jenny became interested in online classes because of the convenience of online classes to meet her numerous obligations outside of school. Tay was a returning part-time student. She worked full-time as an early education teacher and received a bachelor’s degree in English. While pursuing a career in speech pathology, she enjoyed her early childhood education classes and transitioned to an early education teacher. She was attending community college to upgrade her permit to increase her salary as an early education teacher. Online classes were her preference because they worked with her schedule and the specific courses she needed were only offered online. Deja was a full-time student with aspirations of entering the field of journalism. She was the compensated caretaker of her disabled father. She also cared for three younger brothers. She decided to enroll in online classes to accommodate her schedule. She was enrolled in a mixture of online and face-to-face classes since certain classes in her major were not offered online. Marcus was a full-time student who attempted to complete his undergraduate degree many years ago. He realized in searching for new career opportunities that he did not meet the degree requirements. He considered himself a lifelong learner, worked part-time, and was the father of two children. Marcus chose to enroll in online classes to accelerate meeting the requirements to obtain an associate degree. He typically enrolls in a mixture of online and face-to-face courses.
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 70 |
| Full text | 60 Jessica was a full-time student motivated to attend college to obtain employment. She was employed and enrolled in a mixture of online and face-to-face classes. Jessica’s interest in taking online classes stemmed from the convenience the classes provide, such as the commute, parking costs, and avoiding in-person contact. Jenny was a full-time student. She was a nursing student, mother, and worked full-time. Jenny became interested in online classes because of the convenience of online classes to meet her numerous obligations outside of school. Tay was a returning part-time student. She worked full-time as an early education teacher and received a bachelor’s degree in English. While pursuing a career in speech pathology, she enjoyed her early childhood education classes and transitioned to an early education teacher. She was attending community college to upgrade her permit to increase her salary as an early education teacher. Online classes were her preference because they worked with her schedule and the specific courses she needed were only offered online. Deja was a full-time student with aspirations of entering the field of journalism. She was the compensated caretaker of her disabled father. She also cared for three younger brothers. She decided to enroll in online classes to accommodate her schedule. She was enrolled in a mixture of online and face-to-face classes since certain classes in her major were not offered online. Marcus was a full-time student who attempted to complete his undergraduate degree many years ago. He realized in searching for new career opportunities that he did not meet the degree requirements. He considered himself a lifelong learner, worked part-time, and was the father of two children. Marcus chose to enroll in online classes to accelerate meeting the requirements to obtain an associate degree. He typically enrolls in a mixture of online and face-to-face courses. |
