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are “proactive” and send out announcements and are helpful in sending out examples to explain any difficult concepts in the class. Other participants noted their online instructors offered office hours. One participant, Tay, had an instructor who offered their phone number to students for text messaging. However, she explained the downfalls of e-mail in her experience,
I feel like there is a different vibe, you get when you meet somebody or, you know, when you’re in their presence, than not. You kind of have a deeper connection, you know, if I meet you, and I look at you in your eyes and I shake your hand or I’m talking to you, like there’s a different connection that I have. Versus you just being somebody that I’m emailing back and forth. It’s not the same type of connection.
Markie also shared a frustrating experience with a lack of response from her instructor,
The teachers have to really be on top of communicating with you, because there’s no other way that you would be able to interact with them. Because there’s no other way for me to get help. You have to respond to me or through e-mail, so I can get you know, what I need as a student.
Nola reported he did not reach out to instructors due to the perceived impersonal nature of online classes. When asked if he felt academically supported in his online classes, Bryan replied, “I can’t really feel supported because my idea of what support is involves human to human interaction.” In addition, four participants felt like their online classes were impersonal, and a couple of participants revealed they would not know what their instructor looked like in person. Alana believed instructor presence is missing in online classes,
I think that the presence is missing. Well, the one class that I took this semester, her presence was there. She was there, like she had a picture online, like you could actually see who she was. She was very active online. So, I actually did communicate with her,
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 86 |
| Full text | 76 are “proactive” and send out announcements and are helpful in sending out examples to explain any difficult concepts in the class. Other participants noted their online instructors offered office hours. One participant, Tay, had an instructor who offered their phone number to students for text messaging. However, she explained the downfalls of e-mail in her experience, I feel like there is a different vibe, you get when you meet somebody or, you know, when you’re in their presence, than not. You kind of have a deeper connection, you know, if I meet you, and I look at you in your eyes and I shake your hand or I’m talking to you, like there’s a different connection that I have. Versus you just being somebody that I’m emailing back and forth. It’s not the same type of connection. Markie also shared a frustrating experience with a lack of response from her instructor, The teachers have to really be on top of communicating with you, because there’s no other way that you would be able to interact with them. Because there’s no other way for me to get help. You have to respond to me or through e-mail, so I can get you know, what I need as a student. Nola reported he did not reach out to instructors due to the perceived impersonal nature of online classes. When asked if he felt academically supported in his online classes, Bryan replied, “I can’t really feel supported because my idea of what support is involves human to human interaction.” In addition, four participants felt like their online classes were impersonal, and a couple of participants revealed they would not know what their instructor looked like in person. Alana believed instructor presence is missing in online classes, I think that the presence is missing. Well, the one class that I took this semester, her presence was there. She was there, like she had a picture online, like you could actually see who she was. She was very active online. So, I actually did communicate with her, |
