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one online instructor was different than the others because “she was active online” and made herself available in ways that other online instructors in her experience did not. According to Arroyo (2010), African-American/Black students’ successful experience in online learning involves increased instructor engagement. Furthermore, a few participants shared frustrating experiences navigating online courses when the instructor did not appear to be organized or provided inaccurate information in the course. This finding is consistent with the literature that highlights the importance of ongoing faculty training to develop effective online courses (Aragon & Johnson, 2008; Johnson et al., 2015; Rovai & Downey, 2010). Perceptions Regarding Barriers to Success Fourteen participants did not share the belief that a certain race or ethnicity would have better success in online classes. However, many of the participants felt African-American/Black students may not have the support structures in place to be successful academically. A strong sense of community and support systems are needed to promote successful outcomes for African/Black students (Orrock & Clark, 2018; Rovai & Wighting, 2005). Six participants revealed they felt African-American/Black students may not be able to put as much effort into their online classes due to other obligations, such as family and work, which would impede their ability to focus on classwork. Participants also expressed there was not enough information or guidance for African-American/Black students to identify resources and successful strategies for online classes. Furthermore, a few participants attributed structural inequities as barriers to academic success for African-American/Black students (Dumas, 2015; Ladson-Billings, 2006; Pendakur, 2016).
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 99 |
| Full text | 89 one online instructor was different than the others because “she was active online” and made herself available in ways that other online instructors in her experience did not. According to Arroyo (2010), African-American/Black students’ successful experience in online learning involves increased instructor engagement. Furthermore, a few participants shared frustrating experiences navigating online courses when the instructor did not appear to be organized or provided inaccurate information in the course. This finding is consistent with the literature that highlights the importance of ongoing faculty training to develop effective online courses (Aragon & Johnson, 2008; Johnson et al., 2015; Rovai & Downey, 2010). Perceptions Regarding Barriers to Success Fourteen participants did not share the belief that a certain race or ethnicity would have better success in online classes. However, many of the participants felt African-American/Black students may not have the support structures in place to be successful academically. A strong sense of community and support systems are needed to promote successful outcomes for African/Black students (Orrock & Clark, 2018; Rovai & Wighting, 2005). Six participants revealed they felt African-American/Black students may not be able to put as much effort into their online classes due to other obligations, such as family and work, which would impede their ability to focus on classwork. Participants also expressed there was not enough information or guidance for African-American/Black students to identify resources and successful strategies for online classes. Furthermore, a few participants attributed structural inequities as barriers to academic success for African-American/Black students (Dumas, 2015; Ladson-Billings, 2006; Pendakur, 2016). |
