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Chapter Five: Discussion and Implications
This study examined the experiences of African-American/Black students in asynchronous, online learning environments at the community college level. The insightful narratives from the participants’ experiences shed light on the support systems and practices that were beneficial or a hindrance in an online learning environment. The experiences shared by the participants are significant to understand how to work towards closing the equity gaps in online education for African-American/Black and Latinx students in the community college system.
The study is important because there is a limited existing body of research on the experiences of African-American/Black students in asynchronous online learning environments. Furthermore, this study is significant because it centers African-American/Black students’ voices in online learning, which is a group that is not visible in the literature (Ashong & Commander, 2012). The findings captured the lived experiences of African-American/Black students who have enrolled in at least one asynchronous online course at ACC. The findings revealed many on-campus and off-campus support systems and practices that impact the online learning experience for students.
The purpose of this chapter is to discuss the findings and examine them through Bronfenbrenner’s ecological systems theory. Chapter Five will also address the recommendations for practice and future research, followed by concluding remarks. Discussion of Findings
This chapter contains discussion, future research possibilities, and recommendations for practice to help answer the following research questions:
1. What are African-American/Black student’s experiences in an asynchronous, online learning environment at a community college?
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 96 |
| Full text | 86 Chapter Five: Discussion and Implications This study examined the experiences of African-American/Black students in asynchronous, online learning environments at the community college level. The insightful narratives from the participants’ experiences shed light on the support systems and practices that were beneficial or a hindrance in an online learning environment. The experiences shared by the participants are significant to understand how to work towards closing the equity gaps in online education for African-American/Black and Latinx students in the community college system. The study is important because there is a limited existing body of research on the experiences of African-American/Black students in asynchronous online learning environments. Furthermore, this study is significant because it centers African-American/Black students’ voices in online learning, which is a group that is not visible in the literature (Ashong & Commander, 2012). The findings captured the lived experiences of African-American/Black students who have enrolled in at least one asynchronous online course at ACC. The findings revealed many on-campus and off-campus support systems and practices that impact the online learning experience for students. The purpose of this chapter is to discuss the findings and examine them through Bronfenbrenner’s ecological systems theory. Chapter Five will also address the recommendations for practice and future research, followed by concluding remarks. Discussion of Findings This chapter contains discussion, future research possibilities, and recommendations for practice to help answer the following research questions: 1. What are African-American/Black student’s experiences in an asynchronous, online learning environment at a community college? |
