Page 144 |
Save page Remove page | Previous | 144 of 147 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
134
Appendix D: Focus Group Protocol
I. Introduction
Thank you for taking the time today to speak with me. I appreciate the time that you have all set aside to answer my questions. As you know, I am a doctoral student at the Rossier School of Education at USC. I have asked to talk to you all as part of my study on the experiences and perceptions of African-American/Black students in online classes at the community college level.
Before we start there are a couple things that we need to do, and I’d like to tell you a little bit about how I will conduct the focus groups. I have some forms that I am going to pass out to you now. The information sheets tell you a little bit about the purpose of this focus group and the process. The information sheet states that you are voluntarily consenting to participate in this focus group and all information will be securely maintained and kept confidential.
I have brought a recorder with me today so that I can accurately capture what you all share with me. I will also write notes periodically. The recording is solely for my purposes to best capture your perspectives and will only be shared with the research team. Do I have your permission to record our conversation?
In a minute, I’m going to ask you some open-ended questions and I’d like you to share your responses to them. Please share only information with this group you are comfortable sharing. Everything you say is strictly confidential – your real names will not be used in the study. Please remember that you can leave at anytime
At this time, I’d like you to write down your first name only on your name card. By only using your first name, it will help keep your identify confidential.
I’d like to ask that before you make a comment, if you would please tell us your first name and then make your comment. This helps us when we are transcribing the conversation from the recording to identify who is making a specific comment; sometimes it can get difficult to differentiate voices. For example, if I wanted to make a comment on one of the questions or what one of my peers had said, I would say, “I’m Tammara, and I agree with what Jim had to say about that, but I’d like to add….”
This interview will take approximately 45-60 minutes. Are there any questions or concerns before we begin?
1. What do you think motivates students to enroll in an online class?
2. Did you feel prepared to take an online class? Why or why not?
3. What do you perceive as the advantages and disadvantages of taking a fully online course?
4. What are the differences between an on-campus course and online course?
5. Did you contact any support staff while taking an online class? If so, what is that experience like?
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 144 |
| Full text | 134 Appendix D: Focus Group Protocol I. Introduction Thank you for taking the time today to speak with me. I appreciate the time that you have all set aside to answer my questions. As you know, I am a doctoral student at the Rossier School of Education at USC. I have asked to talk to you all as part of my study on the experiences and perceptions of African-American/Black students in online classes at the community college level. Before we start there are a couple things that we need to do, and I’d like to tell you a little bit about how I will conduct the focus groups. I have some forms that I am going to pass out to you now. The information sheets tell you a little bit about the purpose of this focus group and the process. The information sheet states that you are voluntarily consenting to participate in this focus group and all information will be securely maintained and kept confidential. I have brought a recorder with me today so that I can accurately capture what you all share with me. I will also write notes periodically. The recording is solely for my purposes to best capture your perspectives and will only be shared with the research team. Do I have your permission to record our conversation? In a minute, I’m going to ask you some open-ended questions and I’d like you to share your responses to them. Please share only information with this group you are comfortable sharing. Everything you say is strictly confidential – your real names will not be used in the study. Please remember that you can leave at anytime At this time, I’d like you to write down your first name only on your name card. By only using your first name, it will help keep your identify confidential. I’d like to ask that before you make a comment, if you would please tell us your first name and then make your comment. This helps us when we are transcribing the conversation from the recording to identify who is making a specific comment; sometimes it can get difficult to differentiate voices. For example, if I wanted to make a comment on one of the questions or what one of my peers had said, I would say, “I’m Tammara, and I agree with what Jim had to say about that, but I’d like to add….” This interview will take approximately 45-60 minutes. Are there any questions or concerns before we begin? 1. What do you think motivates students to enroll in an online class? 2. Did you feel prepared to take an online class? Why or why not? 3. What do you perceive as the advantages and disadvantages of taking a fully online course? 4. What are the differences between an on-campus course and online course? 5. Did you contact any support staff while taking an online class? If so, what is that experience like? |
