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94
to succeed in the course. She lamented that she was not made aware of online tutoring services by her counselors. Additionally, community college counselors are part of the mesosystem, to help students meet their educational goals and transfer to a four-year university. Counselors also play a pivotal role in supporting African-American/Black college students (Guiffrida, 2005b). A few of the participants shared positive experiences with the counselors in the African-American/Black cultural program. The findings revealed counselors who shared the same racial identity provided a support system that positively influenced African-American/Black students’ community college students enrolled in at least one asynchronous online course. Thus, individual student participants’ interaction with this particular element of the microsystem played a crucial role in their lives.
Furthermore, participants experienced on-campus staff members not being as knowledgeable about online classes or online support services available. Lisa explained she was hesitant to take perceived complex subjects online, such as math, because she did not have anyone to seek more information about this experience. Hence, this experience hindered participation in another microsystem element, an online math class. Whereas, if Nicole had met a peer or campus personnel with information regarding this experience, it would have possibly influenced her interest to enroll in an online math class.
Participants felt connected to the campus by attending on-campus events. Nicole was able to attend an event in-person and establish connections with students and other faculty members on campus. Thus, these connections reinforced campus peer culture that impacted their development (Renn & Arnold, 2003).
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 104 |
| Full text | 94 to succeed in the course. She lamented that she was not made aware of online tutoring services by her counselors. Additionally, community college counselors are part of the mesosystem, to help students meet their educational goals and transfer to a four-year university. Counselors also play a pivotal role in supporting African-American/Black college students (Guiffrida, 2005b). A few of the participants shared positive experiences with the counselors in the African-American/Black cultural program. The findings revealed counselors who shared the same racial identity provided a support system that positively influenced African-American/Black students’ community college students enrolled in at least one asynchronous online course. Thus, individual student participants’ interaction with this particular element of the microsystem played a crucial role in their lives. Furthermore, participants experienced on-campus staff members not being as knowledgeable about online classes or online support services available. Lisa explained she was hesitant to take perceived complex subjects online, such as math, because she did not have anyone to seek more information about this experience. Hence, this experience hindered participation in another microsystem element, an online math class. Whereas, if Nicole had met a peer or campus personnel with information regarding this experience, it would have possibly influenced her interest to enroll in an online math class. Participants felt connected to the campus by attending on-campus events. Nicole was able to attend an event in-person and establish connections with students and other faculty members on campus. Thus, these connections reinforced campus peer culture that impacted their development (Renn & Arnold, 2003). |
