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75
stated that although her instructors may reply the next day, she would prefer her instructors to be “more accessible.” She further explained,
I like to be in the moment, if I don’t understand something right then, being able to be in the classroom, raising my hand, talking amongst others, other peers like that, just tends to work better for me for my understanding.
Although Bryan preferred pre-recorded videos, he acknowledged how frustrating it would be if a student was stuck on a problem and needed an immediate answer. Deja felt in-person classes provided more of a “direct connection. Any questions you have can be really answered right then and there.” Whereas, in online classes, Deja explained,
You reach out to your teacher and it just varies on the time, like they can get right back to you, or it could be like day and you know, you don’t have that direct line of contact with the person.
The participants revealed that they felt the immediacy was missing in their online courses. Furthermore, they highlighted how a lack of real-time communication in asynchronous online learning environments can negatively impact a student.
Instructor Social Presence Online instructors can help reduce students’ feeling of isolation (Clark et al., 2015). Instructor social presence is the students’ sense that the instructor is “real” and “there” in an online learning environment (Richardson & Lowenthal, 2017).
Most of the participants reported that they communicated with their instructor mostly via e-mail and the response time is usually reasonable. Deja said, “So far I’ve had really good instructors, who, like, if I do have questions, it’s either they will immediately get right back in, or I’ll have like a 24-hour window and they’ll get back to me.” She explained that her instructors
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 85 |
| Full text | 75 stated that although her instructors may reply the next day, she would prefer her instructors to be “more accessible.” She further explained, I like to be in the moment, if I don’t understand something right then, being able to be in the classroom, raising my hand, talking amongst others, other peers like that, just tends to work better for me for my understanding. Although Bryan preferred pre-recorded videos, he acknowledged how frustrating it would be if a student was stuck on a problem and needed an immediate answer. Deja felt in-person classes provided more of a “direct connection. Any questions you have can be really answered right then and there.” Whereas, in online classes, Deja explained, You reach out to your teacher and it just varies on the time, like they can get right back to you, or it could be like day and you know, you don’t have that direct line of contact with the person. The participants revealed that they felt the immediacy was missing in their online courses. Furthermore, they highlighted how a lack of real-time communication in asynchronous online learning environments can negatively impact a student. Instructor Social Presence Online instructors can help reduce students’ feeling of isolation (Clark et al., 2015). Instructor social presence is the students’ sense that the instructor is “real” and “there” in an online learning environment (Richardson & Lowenthal, 2017). Most of the participants reported that they communicated with their instructor mostly via e-mail and the response time is usually reasonable. Deja said, “So far I’ve had really good instructors, who, like, if I do have questions, it’s either they will immediately get right back in, or I’ll have like a 24-hour window and they’ll get back to me.” She explained that her instructors |
