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participants’ support or non-support of their family members influenced participants’ motivation to pursue post-secondary education.
Mesosystem for African-American Online Students The mesosystem is defined as the connections between two or more microsystem settings and how they shape the environment to influence the individual, such as the balance of schoolwork, employment, and family responsibilities. In the mesosystem, depending on how a student manages the interaction between the two or more microsystems, development may be promoted or impeded (Renn & Arnold, 2003).
Participants cited limited interaction with their classmates in asynchronous online classes. However, all of the participants sought out asynchronous online classes to meet the demand of their schedule, whether it was work- or school-related. Thus, due to the interconnected nature of the systems, the interactions between each microsystem conflict, which inhibits an opportunity for students to establish meaningful relationships with their online classmates.
Furthermore, participants such as Tay shared that other responsibilities outside of school interfere with African-American/Black students’ ability to dedicate the time and effort to succeed in an online environment. Thus, the interactions between the various microsystems—work, family, classes—may promote increased enrollment for African-American students in online classes and hinder their academic success rate.
The majority of participants had to seek on-campus support while taking an online course. Lisa shared an example when she was unable to participate in tutoring services on-campus due to the commute and childcare obligations. As a result, she received a grade of D in the class. Lisa’s microsystems presented her with a choice and came into conflict with each other. Thus, hindered Lisa’s ability to take advantage of the supplemental instruction she needed
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 103 |
| Full text | 93 participants’ support or non-support of their family members influenced participants’ motivation to pursue post-secondary education. Mesosystem for African-American Online Students The mesosystem is defined as the connections between two or more microsystem settings and how they shape the environment to influence the individual, such as the balance of schoolwork, employment, and family responsibilities. In the mesosystem, depending on how a student manages the interaction between the two or more microsystems, development may be promoted or impeded (Renn & Arnold, 2003). Participants cited limited interaction with their classmates in asynchronous online classes. However, all of the participants sought out asynchronous online classes to meet the demand of their schedule, whether it was work- or school-related. Thus, due to the interconnected nature of the systems, the interactions between each microsystem conflict, which inhibits an opportunity for students to establish meaningful relationships with their online classmates. Furthermore, participants such as Tay shared that other responsibilities outside of school interfere with African-American/Black students’ ability to dedicate the time and effort to succeed in an online environment. Thus, the interactions between the various microsystems—work, family, classes—may promote increased enrollment for African-American students in online classes and hinder their academic success rate. The majority of participants had to seek on-campus support while taking an online course. Lisa shared an example when she was unable to participate in tutoring services on-campus due to the commute and childcare obligations. As a result, she received a grade of D in the class. Lisa’s microsystems presented her with a choice and came into conflict with each other. Thus, hindered Lisa’s ability to take advantage of the supplemental instruction she needed |
