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64
I’m the person that is going to take the extra time to try to understand it or to make sure that I pass at least. So, I think that I was successful because I was the student that took extra time, took the extra route, like looking at videos about the information just trying to teach myself.
Nola offered a similar response:
I feel like I have a strong foundation for who I am as a person. So, even if a teacher in real life doesn’t help me, I’m going to get some type of material because this is what I want to do. I’m gonna find some value in it.
Jessica also felt, ultimately, whether one is academically successful or not, depends on the individual: “You could have all the support and the world. Whether you want to do something or not. It’s all up to you.” Brian shared a similar sentiment, “People may not expect for me to succeed, but I’m the only person who determines whether I succeed or not.” Deja further explained the independent nature of online learning in her experience:
Online classes, because it’s mostly you know, just being self-sufficient and learning the material stuff by yourself, even though you have the support of your teacher. It’s not like when you’re in a class and you can ask a million questions and they can show you right in there.
When asked how she discovered how to search for information about the textbook of an online class and reading ahead of time, Kay stated, “I figured this out on my own. I’m a very proactive person, and I wasn’t in school for a while, but I was like this is mind over matter. I got to get it done.” Jenny made a similar comment when explaining how simple the instructions are in an online class: “I’m a self-learner anyway. So, if I need clarity on something, I’ll go research it.”
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 74 |
| Full text | 64 I’m the person that is going to take the extra time to try to understand it or to make sure that I pass at least. So, I think that I was successful because I was the student that took extra time, took the extra route, like looking at videos about the information just trying to teach myself. Nola offered a similar response: I feel like I have a strong foundation for who I am as a person. So, even if a teacher in real life doesn’t help me, I’m going to get some type of material because this is what I want to do. I’m gonna find some value in it. Jessica also felt, ultimately, whether one is academically successful or not, depends on the individual: “You could have all the support and the world. Whether you want to do something or not. It’s all up to you.” Brian shared a similar sentiment, “People may not expect for me to succeed, but I’m the only person who determines whether I succeed or not.” Deja further explained the independent nature of online learning in her experience: Online classes, because it’s mostly you know, just being self-sufficient and learning the material stuff by yourself, even though you have the support of your teacher. It’s not like when you’re in a class and you can ask a million questions and they can show you right in there. When asked how she discovered how to search for information about the textbook of an online class and reading ahead of time, Kay stated, “I figured this out on my own. I’m a very proactive person, and I wasn’t in school for a while, but I was like this is mind over matter. I got to get it done.” Jenny made a similar comment when explaining how simple the instructions are in an online class: “I’m a self-learner anyway. So, if I need clarity on something, I’ll go research it.” |
