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Shawna was a part-time student who already obtained her bachelor’s degree. She decided to change careers and wanted to obtain certification. She worked full-time and opted to enroll in online classes due to her schedule and the flexibility of online classes. Additionally, the commute time and avoidance of parking fees were also a motivating factor. Bryan was a part-time student with a graduate degree. He transferred from a neighboring community college many years ago with an associate degree in mathematics and became interested in computer science and linguistics while attending UCLA. He supplemented his coursework by taking classes at ACC as an undergraduate student. He returned to college to earn a specialized cloud computing certificate. He had a busy schedule with working, interning, and volunteering. He decided to enroll in online classes due to the anonymity and flexibility. He aspired to earn a Ph.D. in linguistics from Stanford University. Lisa was a first-generation part-time student who obtained an associate degree in business logistics and pursuing her passion for a career in fashion. She was also in the process of taking transfer classes to transfer to a 4-year university. Lisa was a former foster youth and prioritized obtaining a job after graduating high school. After having a child years later, she decided to enroll in college to be a role model for her children. Online classes provided the flexibility she needed as a single mother without childcare options. The benefits of avoiding gas and parking costs, along with avoiding the embarrassment of being an older student were also motivating factors. After pursuing a career in fashion, she sought to obtain her master’s in counseling due to her own college experience. Markie was a full-time student who obtained an associate and bachelor’s degree nearly two decades prior to this study. After being laid off from her job, she relocated to California and returned to community college for a career transition. She decided to leave the financial industry
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 71 |
| Full text | 61 Shawna was a part-time student who already obtained her bachelor’s degree. She decided to change careers and wanted to obtain certification. She worked full-time and opted to enroll in online classes due to her schedule and the flexibility of online classes. Additionally, the commute time and avoidance of parking fees were also a motivating factor. Bryan was a part-time student with a graduate degree. He transferred from a neighboring community college many years ago with an associate degree in mathematics and became interested in computer science and linguistics while attending UCLA. He supplemented his coursework by taking classes at ACC as an undergraduate student. He returned to college to earn a specialized cloud computing certificate. He had a busy schedule with working, interning, and volunteering. He decided to enroll in online classes due to the anonymity and flexibility. He aspired to earn a Ph.D. in linguistics from Stanford University. Lisa was a first-generation part-time student who obtained an associate degree in business logistics and pursuing her passion for a career in fashion. She was also in the process of taking transfer classes to transfer to a 4-year university. Lisa was a former foster youth and prioritized obtaining a job after graduating high school. After having a child years later, she decided to enroll in college to be a role model for her children. Online classes provided the flexibility she needed as a single mother without childcare options. The benefits of avoiding gas and parking costs, along with avoiding the embarrassment of being an older student were also motivating factors. After pursuing a career in fashion, she sought to obtain her master’s in counseling due to her own college experience. Markie was a full-time student who obtained an associate and bachelor’s degree nearly two decades prior to this study. After being laid off from her job, she relocated to California and returned to community college for a career transition. She decided to leave the financial industry |
