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81
She was threatening to drop me from the class, instead of just being like, “oh, just zoom in on this area.” So, anyway, I did that and submitted it, and everything was fine. After that, but it was like my first lesson in understanding that communication was going to be absolutely key.
Markie also shared another experience when an instructor confused the entire class with constant incorrect instructions,
This particular course lacked a lot of hands on demonstration. There was no video. The teacher would send out like a lecture he wrote. He would post that and then he would like read through it and he would sometimes post like a walkthrough where he would say do this step one, and then he would point like an arrow to it. But 9 out of 10 times, or I shouldn’t say 9 out of 10 times, at least a quarter of the time, those instructions were absolutely incorrect. I heard him say to another student when I went to the office hours. He said, quote, “I’m not an expert at this.”
The majority of participants felt there were not many challenges they faced in their online courses. However, all participants agreed the skills needed to be successful in an online setting. Additionally, participants also revealed the negative experience an ill-prepared instructor can have in an online learning environment. This is important in understanding what is necessary to improve the experience for online students.
Barriers for African-American Online Students
Participants were asked, “Do you feel students of a certain race or ethnicity will have better success in an online class, why or why not?” Fourteen participants did not believe a certain race or ethnicity would have better success in online classes. The participants believed success in an online class was up to the individual. Nicole offered, “I think anybody, like I say, anybody
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 91 |
| Full text | 81 She was threatening to drop me from the class, instead of just being like, “oh, just zoom in on this area.” So, anyway, I did that and submitted it, and everything was fine. After that, but it was like my first lesson in understanding that communication was going to be absolutely key. Markie also shared another experience when an instructor confused the entire class with constant incorrect instructions, This particular course lacked a lot of hands on demonstration. There was no video. The teacher would send out like a lecture he wrote. He would post that and then he would like read through it and he would sometimes post like a walkthrough where he would say do this step one, and then he would point like an arrow to it. But 9 out of 10 times, or I shouldn’t say 9 out of 10 times, at least a quarter of the time, those instructions were absolutely incorrect. I heard him say to another student when I went to the office hours. He said, quote, “I’m not an expert at this.” The majority of participants felt there were not many challenges they faced in their online courses. However, all participants agreed the skills needed to be successful in an online setting. Additionally, participants also revealed the negative experience an ill-prepared instructor can have in an online learning environment. This is important in understanding what is necessary to improve the experience for online students. Barriers for African-American Online Students Participants were asked, “Do you feel students of a certain race or ethnicity will have better success in an online class, why or why not?” Fourteen participants did not believe a certain race or ethnicity would have better success in online classes. The participants believed success in an online class was up to the individual. Nicole offered, “I think anybody, like I say, anybody |
