Page 77 |
Save page Remove page | Previous | 77 of 147 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
67
things out of your control on campus. Rather being online, you can just focus on education and finishing your assignments without anyone having that background of you.
She further explained that she contacted a counselor on-campus about this experience and was advised not to focus on the discrimination and to “get my grade and get out.”
While the participants opted to take online courses because of the convenience it affords them, it was at the cost of not having the same type of interaction as they would in a face-to-face setting. Furthermore, two participants revealed they received different treatment in online classes in comparison to in-person classes.
Connection to Campus
The majority of participants felt it was impossible to feel connected to campus if students only enrolled in online courses. Two participants, Tay and Kay, felt it may be possible by staying abreast of campus events via the college website. Alana elaborated on why she felt it was impossible to feel connected to the campus for students only taking online classes: “I didn’t interact with my classmates online, rarely interacting with professor, so there’s no interaction. So, there’s no way to like, feel connected to the school or people there online.” Bryan also recalled his experiences enrolling in MOOCs at other universities:
I mean, there are some Coursera courses that I took you know. I have certificates from Stanford, from Brown, from different institutions and stuff. I’m not, you know, I’m not a Stanford student. I don’t have a Stanford ID. I’m not like strolling through the Rodin sculpture garden or anything. I guess you know I’m affiliated in some kind of way, but I just, I would love to have that connection with the campus. I mean, there’s nothing like being, you know, on that campus.
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 77 |
| Full text | 67 things out of your control on campus. Rather being online, you can just focus on education and finishing your assignments without anyone having that background of you. She further explained that she contacted a counselor on-campus about this experience and was advised not to focus on the discrimination and to “get my grade and get out.” While the participants opted to take online courses because of the convenience it affords them, it was at the cost of not having the same type of interaction as they would in a face-to-face setting. Furthermore, two participants revealed they received different treatment in online classes in comparison to in-person classes. Connection to Campus The majority of participants felt it was impossible to feel connected to campus if students only enrolled in online courses. Two participants, Tay and Kay, felt it may be possible by staying abreast of campus events via the college website. Alana elaborated on why she felt it was impossible to feel connected to the campus for students only taking online classes: “I didn’t interact with my classmates online, rarely interacting with professor, so there’s no interaction. So, there’s no way to like, feel connected to the school or people there online.” Bryan also recalled his experiences enrolling in MOOCs at other universities: I mean, there are some Coursera courses that I took you know. I have certificates from Stanford, from Brown, from different institutions and stuff. I’m not, you know, I’m not a Stanford student. I don’t have a Stanford ID. I’m not like strolling through the Rodin sculpture garden or anything. I guess you know I’m affiliated in some kind of way, but I just, I would love to have that connection with the campus. I mean, there’s nothing like being, you know, on that campus. |
