Page 73 |
Save page Remove page | Previous | 73 of 147 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
63
Table 3 Themes and Subthemes
Themes
Subthemes
Academic Motivation to Succeed Online
Face-to-Face Settings versus Online Settings
Instructional Delivery Preference
Need for Flexibility
Connection to Campus
Academic Resources and Support
Online Support Services
Caring Counselors
Understanding Faculty
Establishing a Connection Online
Immediacy
Instructor Social Presence
Student-to-Student Interaction
Online Learning Barriers
Challenges for Online Students,
Barriers for African- American Online Students
Academic Motivation to Succeed Online
Participants discussed their motivation to achieve academic success as online students. Students in asynchronous, online courses tend to have to initiate their learning, and it can be an isolating and less motivating environment (Butz & Stupnisky, 2017). Because of the autonomous nature of online learning, there is a need for a high level of self-motivation to be successful (Artino & Stephens, 2009; Rakes & Dunn, 2010).
A recurring theme among participants is their ability to be independent learners and motivation to succeed in their online courses. Academic motivation is a reflection of a student’s high level of persistence to engage in learning tasks, even if faced with challenges (Artino & Stephens, 2009). All but two did not seek advice, tutorials, or orientations before enrolling in an online class. Tay expressed that she felt the online classes she had experienced “have been a lot of independent work.” Alana also elaborated on her success as an online learner:
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 73 |
| Full text | 63 Table 3 Themes and Subthemes Themes Subthemes Academic Motivation to Succeed Online Face-to-Face Settings versus Online Settings Instructional Delivery Preference Need for Flexibility Connection to Campus Academic Resources and Support Online Support Services Caring Counselors Understanding Faculty Establishing a Connection Online Immediacy Instructor Social Presence Student-to-Student Interaction Online Learning Barriers Challenges for Online Students, Barriers for African- American Online Students Academic Motivation to Succeed Online Participants discussed their motivation to achieve academic success as online students. Students in asynchronous, online courses tend to have to initiate their learning, and it can be an isolating and less motivating environment (Butz & Stupnisky, 2017). Because of the autonomous nature of online learning, there is a need for a high level of self-motivation to be successful (Artino & Stephens, 2009; Rakes & Dunn, 2010). A recurring theme among participants is their ability to be independent learners and motivation to succeed in their online courses. Academic motivation is a reflection of a student’s high level of persistence to engage in learning tasks, even if faced with challenges (Artino & Stephens, 2009). All but two did not seek advice, tutorials, or orientations before enrolling in an online class. Tay expressed that she felt the online classes she had experienced “have been a lot of independent work.” Alana also elaborated on her success as an online learner: |
