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69
Dawn also shared similar sentiments in enjoying the flexibility to “do homework at three o’clock in the morning and turn it in. I can log in at any time. I can do it from my phone.” Deja further explained the difficulty in planning ahead with an in-person class,
I didn’t have to have something due the day of. It was more like, I knew the dates, months ahead. It’s like when you log on, like online every day, like you see it. So, you know, more stuffed in your brain, because it is constantly there, as in like you get the syllabus, the first day of class and forget about it.
Lisa stated she had to take a chemistry class in person three days a week, and she wondered how she would fit this in her schedule as a single working mother. She also shared a story of how she received the grade of D in her online economics class because she was unable to take advantage of the office hours on campus due to the long commute and her schedule. She said that she wished she knew online tutoring was an option. Kay also said that the flexibility of online classes saves her money for childcare for her son and allowed her to develop a routine that accommodates her schedule. She felt that online classes are beneficial to students because they do not have to worry about the typical concerns, such as childcare and making sure dinner is served since students are already home. Students can prepare and plan to work on their online class when their schedules allow. Furthermore, Brian shared he needs the flexibility of online classes for mental health reasons, such as bipolar disorder: “You know, I was experiencing bouts of clinical depression, and I didn’t feel like going to campus.”
The data illustrates the importance of flexibility as community college students pursue post-secondary education and manage their everyday lives. Thus, asynchronous online courses provide students with a viable option to continue their education that would not be possible with on-campus 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 79 |
| Full text | 69 Dawn also shared similar sentiments in enjoying the flexibility to “do homework at three o’clock in the morning and turn it in. I can log in at any time. I can do it from my phone.” Deja further explained the difficulty in planning ahead with an in-person class, I didn’t have to have something due the day of. It was more like, I knew the dates, months ahead. It’s like when you log on, like online every day, like you see it. So, you know, more stuffed in your brain, because it is constantly there, as in like you get the syllabus, the first day of class and forget about it. Lisa stated she had to take a chemistry class in person three days a week, and she wondered how she would fit this in her schedule as a single working mother. She also shared a story of how she received the grade of D in her online economics class because she was unable to take advantage of the office hours on campus due to the long commute and her schedule. She said that she wished she knew online tutoring was an option. Kay also said that the flexibility of online classes saves her money for childcare for her son and allowed her to develop a routine that accommodates her schedule. She felt that online classes are beneficial to students because they do not have to worry about the typical concerns, such as childcare and making sure dinner is served since students are already home. Students can prepare and plan to work on their online class when their schedules allow. Furthermore, Brian shared he needs the flexibility of online classes for mental health reasons, such as bipolar disorder: “You know, I was experiencing bouts of clinical depression, and I didn’t feel like going to campus.” The data illustrates the importance of flexibility as community college students pursue post-secondary education and manage their everyday lives. Thus, asynchronous online courses provide students with a viable option to continue their education that would not be possible with on-campus courses. |
