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An after thought: support services for distance learners at a post-secondary institution
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Running Head: SUPPORT SERVICES FOR DISTANCE LEARNERS 1
AN AFTER THOUGHT: SUPPORT SERVICES FOR DISTANCE LEARNERS
AT A POST-SECONDARY INSTITUTION
by
Danielle L. Wilson-Lendor
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
Copyright 2020 Danielle L. Wilson-Lendor
SUPPORT SERVICES FOR DISTANCE LEARNERS 2
DEDICATION
This doctoral degree, just like all of my degrees, is dedicated to my brother, Lajuan
Johnson. For when mom and dad could not afford to send both of us to college, you dropped out
so I could attend. I will always love and appreciate the selfless sacrifice you made for me. I will
be forever indebted to you. I love you now and forever!
SUPPORT SERVICES FOR DISTANCE LEARNERS 3
ACKNOWLEDGEMENTS
I must begin by acknowledging my Lord and Savior, Jesus Christ! For without him
NONE of this would be possible. For without him, I would not be earning a doctorate. Lord, I do
not know why you led me down this route, but I truly thank you for this opportunity and for your
divine guidance along the way. I will never forget the statement that resonated with me at that
conference and ultimately changed the trajectory of my path: “ten years is going to pass by
anyway. You just won’t have your doctorate degree.” I remember thinking about how my “Dr.”
friends tried to persuade me into entering a doctoral program just three years prior and me having
other plans for my life, all of which never happened. Those same friends were earning their
doctorates that same year and here I was in the same place I was three years ago. All I can say is
thank you! You inspired me, you motivated me, and, most importantly, you guided me along the
way. Who would have ever thought I would be earning a doctorate? Again, THANK YOU
LORD! All the honor and glory go to you, not me. Isaiah 25:1 “Lord, you are my GOD; I will
exalt you and praise your name, for in perfect faithfulness you have done wonderful things,
things planned long ago.”
To my family: Leonard, my husband, thank you for all of your support throughout this
three-year process. For always being willing to make late night food runs after a long day of
studying, going without home cooked meals so I can study, using your earphones to watch TV so
I could have the complete silence that I needed to focus. All of your love, support and sacrifice
did not go unnoticed. Thank you SO much! I love you! Mom and Dad, thank you for your
continuous support over the course of my life! No matter what wild and crazy idea I decided to
engage in, you were always there to root me on. Thank you for being a great example for me,
teaching me to always keep God first in my life, and loving on me even when I acted ugly. I
SUPPORT SERVICES FOR DISTANCE LEARNERS 4
couldn’t ask for better parents. I love you both! Lajuan, you know I love you SO much! God was
showing out when he made you and allowed you to be MY big brother! Thank you for the
support and major sacrifices you made all throughout my life. You are the epitome of a great
brother, son, father, husband, and God-fearing man. Thank you! LaKeisha, my big sister, thank
you for the support, encouragement and sound advice. It did not go unnoticed and did not fall on
deaf ears. I love you and appreciate you! Latasha, my little sister, I can’t believe God called you
home before I made it through this program. I will never forget the love, laughter, and tears we
shared together. Thank you for always being my cheerleader and expressing your unwavering
support. You will never be forgotten. You will live in my heart forever. I love you little sis!
To my church family: Nicole, Gelaina, Dee, Raykeshia, Auntie Belinda, Auntie Julie,
Uncle Mike, Uncle Glenn, and all others, thank you for your prayers, encouragement, and
support. For offering a listening ear when I needed to talk through the process, offering a
shoulder to cry on when I was frustrated, and for making sure school didn’t consume my whole
life by making me celebrate my birthdays and dragging me out of the house for various
activities. Nicole, I appreciate our late night, 3-hour catch up sessions via phone. Gelaina, I
appreciate your thoughtful suggestions towards whatever task I was working on, your
encouraging words (“You can do it Dani”), and always being there when I need you. Dee, thank
you for taking sole responsibility for Double D Events during my time in school, for my morning
venting sessions, and keeping me from going into the poor house with planning my graduation
party. Raykeshia, I really appreciate my “therapy” sessions while you were getting my hair right
and for your random check-up calls just to see how I was doing. You really don’t know how
much that meant to me.
SUPPORT SERVICES FOR DISTANCE LEARNERS 5
To my girls: Rita, thank you for your support over the many years of
friendship/sisterhood that we have shared. I love you and appreciate what you contribute to my
life. Paulette, thank you for all of our morning talks, your undying support, and constant
expressions of love. I love you dearly. Lejone, thank you for encouraging me to go back to
school (basically speaking it into my life) and for always being willing to talk me off the ledge
when I’m feeling overwhelmed – “One foot in front of the other, Danielle.” I love and appreciate
you.
To my WEST family: Cheryl, Tashume, Mackey, Mrs. Young, Sherron, and Dr. Duke
thank you for your prayers, support, encouragement, and your willingness to assist me through
this process in whatever way possible (letters of recommendations, assistance with course
assignments, etc.). I love you all!
To my Project MATCH Sisters: Dr. Nyree Berry, Dr. Shireetha Gethers, and Dr. Danielle
Jenkins, I finally made it to “Club Dr.”! Thank you so much for your love, support,
encouragement, and the helpful tips along the way. I love you all and truly thank God for
bringing us together and for the bond we share.
To my Dissertation Committee: Dr. Tambascia, Dr. Hinga, and Dr. Campbell, thank you
for agreeing to serve on my committee, for your support, guidance and encouragement along the
way. Dr. Tambascia, thank you for agreeing to serve as my dissertation chair and maintaining
positivity during stressful times. Dr. Hinga, thank you for being warm and comforting during this
process, for challenging me, and for also being a great professor in the multiple courses I have
taken with you. Dr. Campbell, thank you for always responding to my countless phone calls,
emails, and text messages and for always being willing to go out your way to help. Thank you.
SUPPORT SERVICES FOR DISTANCE LEARNERS 6
To my USC Family: Thursday Cohort and Higher Ed Cohort: WE DID IT!!
#NoGradStudentLeftBehind #May2020. I am SO honored that I had the opportunity to meet each
and every one of you. This program would not have been the same without you. I truly thank you
all for your love, support, and encouragement! To my #Day1s #Golden4: Melissa, Lashawn,
Stakeboard Brandon, LMU Branden, I love and appreciate you all! I will never forget the fun
times we shared: Melissa and I having full blow conversations during class (super rude;
#SorryDr.Hinga), completing our class assignments super early (#SquareMentality), and the
countless phone calls during the dissertation process; Lashawn’s stickers and washi tape projects;
me and Stakeboard Brandon’s shopping extravaganzas in between class at the USC Bookstore
(although he NEVER purchased anything; #HorribleShoppingBuddy) and his classroom
dialogue with Dr. Hinga; me and LMU Branden’s wonderful presentations which included an
interactive game and an amazing newsletter (#PresentationBuddy). I thank God for the bond that
we have developed and pray that it continues long into the future.
Finally, to all others who prayed, thought of me, or even asked about me during this
process, I express my sincere gratitude. Thank you and know that I truly appreciate you!
SUPPORT SERVICES FOR DISTANCE LEARNERS 7
TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 9
List of Figures 10
Abstract 11
Chapter One: Overview of the Study 12
Statement of the Problem 14
Purpose of the Study 16
Significance of the Study 16
Limitations and Delimitations 17
Assumptions 18
Definitions 18
Conclusion 19
Chapter Two: Literature Review 21
Community Colleges 21
History and Purpose 21
Distance Education 24
History of Distance Education 26
Internet-Based Learning 30
Data on Distance Education 31
Distance Learning Population 32
Benefits of Distance Learning Programs 34
Barriers in Distance Learning Programs 36
Support Programs and Services 39
History of Support Programs and Services 39
Support Services for Distance Learners 42
Implementing Success Strategies for Distance Learners 44
Theoretical Framework 45
Conclusion 50
Chapter Three: Methodology 52
Research Questions 52
Research Design and Methods 53
Site Selection 54
Population and Sample 56
Instrumentation 57
Data Collection 59
Data Analysis 61
Validity 62
Role of the Researcher 63
Conclusion 64
Chapter Four: Presentation of Data and Findings 65
Summary of Participants 65
Participant Profiles 69
Emerging Themes 72
SUPPORT SERVICES FOR DISTANCE LEARNERS 8
Theme 1: Connection to College Community 73
Theme 2: Knowledge of Support Services 75
Theme 3: Experience with Using Support Services 76
Theme 4: Usefulness of Support Services 79
Additional Findings 81
Conclusion 83
Chapter Five: Discussion and Implications 85
Discussion of Findings 85
Contributions to Academic Success 86
Academic Support Services Online CC Students Need 87
Social Capital and Community College Support Services 88
Recommendations 90
Recommendation One 90
Recommendation Two 91
Implications 94
Future Research 94
Conclusion 96
References 97
Appendix A: Recruitment E-Mail 115
Appendix B: Pre-Survey Questions 116
Appendix C: Information Sheet 118
Appendix D: Interview Protocol (Individual Interviews) 120
Appendix E: Interview Protocol (Focus Group Interviews) 123
Appendix F: Post Interview Reflection 125
SUPPORT SERVICES FOR DISTANCE LEARNERS 9
LIST OF TABLES
Table 1: Funds of Knowledge 48
Table 2: Participant Demographics 66
Table 3: Participant Responses: Counseling Services 76
Table 4: Participant Responses: Admissions Services 77
Table 5: Participant Responses: Other Support Services 78
SUPPORT SERVICES FOR DISTANCE LEARNERS 10
LIST OF FIGURES
Figure 1: Social capital model. 46
Figure 2: Success model. 49
Figure 3: Participants’ gender distribution. 67
Figure 4: Participants’ age range. 68
Figure 5: Participants’ enrollment status. 68
Figure 6: Participants’ racial/ethnic background. 69
Figure 7. SIS portal homepage. 92
Figure 8: SIS Portal - Support programs/services homepage. 92
Figure 9: SIS portal – Extended Opportunity Programs/Services homepage. 93
SUPPORT SERVICES FOR DISTANCE LEARNERS 11
ABSTRACT
This qualitative study examined the experiences of community college distance learning
students as they pertain to academic support services and the role of these services in their
academic success. Despite the rapidly growing field of distance education, institutions have
failed to ensure adequate and accessible support services for the distance learning population.
Additionally, little research has been done to identify the online student community’s academic
support needs.
This study used social capital theory as the framework to examine distance learning
students’ use of social networks and relationships at the educational institution. Data were
collected through semi-structured individual interviews and a focus group interview with 14
distance learning students enrolled in a community college.
The study found that online community college students’ experience with academic
support services took place primarily on campus because many support programs and services
were not offered using the online modality. Furthermore, although many participants utilized
various support services, many did not attribute their overall academic success to these services.
Data indicated online students need high quality and accessible online support services.
Recommendations for practice include offering campus support services in the online
modality to ensure accessibility for distance learning students, creating an online platform where
distance learning students can access online support programs and services, and increasing
advertisement to actively promote student support programs and services.
SUPPORT SERVICES FOR DISTANCE LEARNERS 12
CHAPTER ONE: OVERVIEW OF THE STUDY
As the population grows and technology advances, colleges adapt to ever-increasing
student diversity. Institutions dedicate significant resources to instructional design, infrastructure,
and learning managements systems that can deliver rigorous curriculum through distance
education.
Distance education describes a method of study in which instruction is delivered through
the internet, television, or mail (Shelton, Hung, & Lowenthal, 2017). Many institutions adopted
this method of instruction to meet the distance learning student’s needs. Approximately 28% of
higher education students are enrolled in at least one distance learning course, and 13% of
undergraduate and 28% of graduate students complete their coursework exclusively through
online courses (Snyder & Dillow, 2019).
California community colleges (CCCs) are leading in distance education with a 38%
growth in enrollment over the last 10 years (California Community Colleges Chancellor’s
Office, 2017a). About 45% of CCCs offer certificate and degree programs fully online. During
the 2015–2016 academic year, about 58,000 distance education courses were offered, which is
approximately 14% of all course offerings, and nearly 800,000 students enrolled in distance
education courses. Furthermore, 94% of the distance education courses are offered through the
internet, 3% through television, 2% through correspondence; and 1% through video-
conferencing (California Community Colleges Chancellor’s Office, 2019).
As distance education enrollment rises, concerns regarding the quality of programs and
success rates have surfaced (Allen & Seaman, 2015; Allen, Seaman, Pulin, & Straut, 2016). Data
have indicated that students enrolled in online courses are not succeeding at the same rate as
those enrolled in traditional on-campus courses. Online course-completion rates are 3% to 5%
SUPPORT SERVICES FOR DISTANCE LEARNERS 13
lower than on-campus completion rates (Haynie, 2015). Student attrition rates are six to seven
times higher in distance education programs than in traditional programs (Boston, Ice, & Gibson,
2011). Furthermore, online persistence rates are 10% to 20% lower than those of on-campus
students (Carr, 2000). Although progress is being made to improve the quality of online
education, other measures need to be considered to ensure students’ academic success.
Some researchers believed that the quality of online education should include adequate
student support services. Multiple studies on the quality of online educational programs
supported the notion that student support services were a valuable component of quality distance
education (Shelton, 2011; Stewart, Goodson, Miertschin, Norwood, & Ezell, 2013).
Additionally, LaPadula (2003) conducted a study on online support services and found that,
although students were satisfied with the support services offered, there was a need for more.
Online support services need to be designed to meet the students’ expectations to ensure their
academic success and prevent negative outcomes such as dropout and course non-completion
(Secreto & Pamulaklakin, 2015).
Educational institutions should understand the issues that may affect distance learners’
academic success. Distance education is growing rapidly with no plans to slow down (California
Community Colleges Chancellor’s Office, 2017a; Natow, Reddy, & Grant, 2017). Therefore,
educational institutions must invest in programs and services to ensure student success in online
courses and programs (Jaggars, 2014). Concern for the needs of distance learners and
understanding the underlying issues that lead to academic underperformance are foundational in
creating, improving, and enhancing support programs that guide these learners to successful
educational outcomes (LaPadula, 2003; Rinear, 2003; Smith, 2005).
SUPPORT SERVICES FOR DISTANCE LEARNERS 14
Statement of the Problem
Although institutions have devoted time and resources to distance education, they have
failed to dedicate the same efforts towards ensuring that adequate support services are offered to
distance learning students (Anilkumar, & Lihitkar, 2014; Lorenzetti, 2006; Smith, 2005). Much
of the research examined the effectiveness of online programs using measures of accountability
designed mainly for traditional undergraduate students. There is a gap in the research on the
relationship between online support services and academic outcomes of online students.
Research studies have explored retention, persistence, and course-completion rates of online
students and the results vary (Carr, 2000; Rai & Chunrao, 2016; Willging & Johnson, 2009).
Studies have also determined that overall, support programs increase student’s academic success
(Bettinger, Boatman, & Long, 2013). However, research has yet to capture the perceptions of
online students as it pertains to support services. If support programs have such a positive impact
on the students’ academic success, then they need to be implemented for online students.
Moreover, if these programs are to be created, then the experiences, characteristics, and needs of
the distance learner must be taken into account when implementing programs and services.
Success rates in distance education courses illustrate the need for support programs.
While some institutions report course-completion rates at more than 80%, other institutions
reported that less than 50% of distance education students completed their courses (Carr, 2000;
Scott, 2009; Willging & Johnson, 2009). This is important to address because at least two-thirds
of 2-year and 4-year Title IV degree-granting institutions offer online courses, blended/hybrid
courses, or courses offered in other distance education formats for college-level credit (National
Center for Education Statistics, 2009). Azevedo, Cromley, and Seibert (2004) found students
who are successful in online courses exhibit strong self-directed learning skills. However, some
SUPPORT SERVICES FOR DISTANCE LEARNERS 15
online students do not exhibit theses skills and need additional support to be successful in their
online courses (Azevedo et al., 2004). Lorenzi, MacKeogh, and Fox (2004) argued that the factor
which most contributes to success in online learning is the support offered to students. The
Council for the Advancement of Standards in Higher Education (2006) reported that information
concerning academic support services must be made available to all students. Distance learning
students should have access to tutoring services, supplemental instruction, and other academic
support services. The evidence highlights that colleges have not met this standard (LaPadula,
2003; Rinear, 2003; Smith, 2005). As instructional delivery methods change, institutions must
adjust and offer supportive services to meet all students’ needs and ensure their academic
success.
It is imperative that colleges offer online services to distance learning students that align
with virtual learning standards (Jaggars, 2014). Although research shows progress has been
made in the availability of online support services, colleges still fail to meet students’
expectations (Dare, Zapata, & Thomas, 2005; LaPadula, 2003). Effective delivery of online
student services can increase access, convenience, timeliness of information, and improve
student-staff interaction. Additionally, it can assist students in developing self-management skills
(Krauth & Carbajal, 2001). A student services technology plan is essential to the success of
online services and should be part of every college’s enrollment management strategy (McLean,
2007). A well-designed online student services program will increase institutional organization
and efficiency and empower students to navigate both their academic experience and the world
beyond confidently (Hornak, Akweks, Jeffs, & Mitchell, 2010).
SUPPORT SERVICES FOR DISTANCE LEARNERS 16
Purpose of the Study
The purpose of this qualitative study is to understand the experiences of community
college distance learning students pertaining to academic support services and whether these
services affect their academic success. Additionally, this study sought to understand online
community college students’ academic support needs. The goal of this study was to capture these
students’ perspectives regarding available and assessible support services and, most importantly,
to gain insight on what support services they still need. This information will aid in creating
programs and services to assist distance learning students.
This study used social capital theory as a theoretical framework to examine social
networks and relationships in education (Stanton-Salazar, 1997). Social capital offers a lens
through which to understand how support programs contribute to online students’ academic
progression and success (Collins & Sims, 2006; Stanton-Salazar, 1997). This study utilized
individual and focus group interviews to explore the experiences of students enrolled in distance
education courses. The study was guided by the following research questions:
1. What are the experiences of online, community college students with respect to
academic support services?
a. How do these services contribute to academic success, if at all?
2. What kinds of academic support services are needed for online community college
students?
Significance of the Study
This problem is important to address because the growth of online education may have
established a need for online support services. Additionally, this study advances research
regarding support services for the online student population, sheds light on the inequity in online
SUPPORT SERVICES FOR DISTANCE LEARNERS 17
support programs compared to campus-based programs, and aids in educational institutions
understanding of the needs of distance learning students to support them.
The literature identifies the unequal support programs offered through technology (via
internet) for distance learning students (Anilkumar, & Lihitkar, 2014; Bettinger et al., 2013).
However, literature is missing the most important element: the student’s perspective. There is no
research that provides insight into the experiences, perceptions, and needs of the online student.
Therefore, this study adds to the research by obtaining the online student’s perspective on
whether support programs contribute to their academic success.
This study sought to inform administrators and student support faculty and staff of the
lived experiences of students engaged in distance learning courses and programs. The students’
perspective provides insight required to create and restructure online support programs to ensure
they are effective, inclusive, accessible and tailored to the distance learning student. This
perspective will also aid in identifying and possibly solving issues of inequitable and
inaccessible services for these students.
Limitations and Delimitations
The research limitations include a small participant group found through convenience
sampling at one public community college in California. Although this institution held the
highest percentage of distance learning students in the district, the small sample size prevents the
results from being generalizable. Additionally, the participants’ comfort level and access to
support services may have affected their responses.
One delimitation is that this study focused on the student affairs division and not the
academic affairs division. This decision was due to the student affairs division’s being
responsible for programs and services to support and empower students (Long, 2012).
SUPPORT SERVICES FOR DISTANCE LEARNERS 18
Assumptions
This study was guided by a few assumptions. The study assumed participants provided an
accurate account of their prior use of support services and truthful responses to interview
questions. Furthermore, prior to conducting research, I developed assumptions regarding support
services for online students that derive from my personal and professional experiences as an
online student and online counselor. These experiences help shaped my perceptions towards
supporting distance learners throughout their educational journey.
Definitions
Asynchronous learning: A learning environment that occurs in delayed time and does
not rely on immediate access for educational outcomes (Johnson, 2006). Therefore, allowing
students to complete online courses at their own pace with no real-time live steam or specific
login time requirements (Oztok, Zingaro, Brett, & Hewitt, 2013).
Community college: “Any institution regionally accredited to award the associates in arts
or the associates in science as its highest degree” (Cohen & Brawer, 2003, p.5). For the purposes
of this study, the term community college refers to a public 2-year community college located in
Southern California.
Distance education: A term used to describe a method of study in which teachers and
students do not meet in a traditional classroom but, rather, use virtual learning platforms like
video-chat, email, or telephone to host class sessions and communicate (Shelton et al., 2017). For
the purposes of this study, the term distance education was used interchangeably with the terms
distance learning, online learning, and online education.
Distance learning student: Adult learners, usually not living on campus and over the age
of 24 with family or work obligations; complete courses through distance education (Dabbagh,
SUPPORT SERVICES FOR DISTANCE LEARNERS 19
2007; Gould, Mason, & Degenhardt, 2014; NCES, 2014; Wertheim, 2014). For the purposes of
this study, the phrase “distance learning student” is used interchangeably with the terms “online
student population,” “distance learning population,” online student, and distance learner.
Student support programs and services: Programs and services designed to improve
college readiness and nurture students’ the intellectual, emotional, and psychosocial development
(Pascarella & Terenzini, 2005). These services include pre-enrollment services (recruiting,
orientation, etc.), admissions and registration, financial aid, library and bookstore services,
academic and career counseling, social support services, tutoring, degree and transcript
evaluation, and technical support (Anderson, 2004; Dirr, 1999). For the purposes of this study,
the term “student support program” is used interchangeably with the terms “student support
services” and “academic support programs.”
Online support services: Academic support programs accessible online to support and
empower distance learning students throughout their education (Bawa, 2016).
Synchronous learning: Requires both students and instructors to be online at the same
time. Instructors host class sessions in real-time via live steam or video-conferencing (Johnson,
2006).
Traditional college students: A student who enrolls in college immediately after high
school and attends college full time with minimal family responsibilities and financial constraints
(NCES, 1996).
Conclusion
While there has been significant growth in online enrollment, there may not be high
quality or consistent student services, despite the fact that there is an achievement gap with
online learners (California Community Colleges Chancellor’s Office, 2017a; Carr, 2000;
SUPPORT SERVICES FOR DISTANCE LEARNERS 20
LaPadula, 2003; Mood, 1995). Research shows that support services increase academic success
amongst students (Bettinger et al., 2013; Collins & Sims, 2006), yet this field remains
underdeveloped for the online student population (Anilkumar, & Lihitkar, 2014; Rinear, 2003;
Smith, 2005) and educational institutions are still struggling to understand the needs of these
students and effective ways to support them.
Chapter Two will present a review of the literature as it pertains to community colleges,
distance education, and support programs/services. Social capital theory will also be addressed as
the theoretical framework for the study.
SUPPORT SERVICES FOR DISTANCE LEARNERS 21
CHAPTER TWO: LITERATURE REVIEW
The following literature review will provide an overview of the supporting research in
topics related to student support services for distance learners at community colleges. This
chapter explores the literature on community colleges, including the history and purpose of
community colleges. It also examines distance education, including its definition and history, as
well as data on student enrollment, distance learning students, and distance education’s benefits
and barriers. The chapter also discusses the history of support programs and services and success
strategies specifically for distance learners. Lastly, this chapter includes a description of the
study’s theoretical framework of social capital and its relevance to the distance learning
population.
Community Colleges
History and Purpose
Community colleges (also referred to as junior colleges or 2-year colleges) were
established in the 1800s. Monticello College (1835) and Susquehanna University (1858) were
two of the earliest community colleges created (Blocker, Plummer, & Richardson, 1965; Geller,
2001). Both of these private 2-year colleges offered post-secondary education parallel to the first
two years of college at 4-year institutions. Other evidence points to the first junior college not
being established until 1901 with the development of Joliet Junior College (Drury, 2003; Gilroy,
2001; Kasper, 2003). Joliet College was created as an extension of high school by J. Stanley
Brown and William Rainey Harper. The college was located in Joliet, Illinois, and was formed
with the vision to provide a college education to students who had a desire to remain in their
community after graduating from high school (Gilroy, 2001; Kasper, 2003). Brown and Harper
believed that the first two years of college did not need to be completed at the university but
SUPPORT SERVICES FOR DISTANCE LEARNERS 22
should be an extension of high school, adding a fifth and sixth year to the high school curriculum
that would be equivalent to the first two years of college (Drury, 2003). With six students
initially enrolled, the college offered a general liberal arts program that, if completed, fulfilled
the first two years at a 4-year college (Gilroy, 2001; Kasper, 2003). The board of trustees
approved the program in 1902 and offered the postgraduate high school courses tuition-free. The
college received accreditation in 1917 with an active enrollment of 82 students (Gilroy, 2001).
Today, Joliet College serves over 38,000 students a year, preparing them to transfer to 4-year
universities or enter the workforce (Joliet Junior College, 2019).
Morrill Act to 1920s. The Morrill Act of 1862 significantly contributed to the
development of community colleges. This law allowed federal lands to be sold to the state to
develop state educational institutions or add to existing educational institutions (Geller, 2001). In
essence, this law extended access to public higher education to individuals who had been
previously denied it. Furthermore, the law allowed for federal funds to be withheld from land
grant institutions that denied student admission based on race. This opened the doors for
minorities to obtain higher education (Drury, 2003). During this time, community colleges grew
at a slower pace. By 1914, there were 14 public junior colleges and 32 private junior colleges.
Between 1907 and 1917, the Ballard Act passed in California to permit secondary schools to
offer postsecondary courses (Caminetti Act) and to fund independent junior colleges (Ballard
Act) (Drury, 2003; Geller, 2001). By 1921, there were over 200 junior colleges. This led to the
establishment of the American Association of Junior Colleges (AAJC), a national organization
for community colleges in the United States.
The organization faced challenges in the early years such as lack of respect from
universities and disagreement among members regarding the vision of the organization and
SUPPORT SERVICES FOR DISTANCE LEARNERS 23
educational institutions (Drury, 2003; Geller, 2001). Some AAJC members believed that
community colleges should focus on transfer programs while others believed that the colleges
would benefit from vocational training programs. However, the leaders at that time, Leonard
Koos and Walter Eells, developed successful vocational education and transfer programs that
were favorable to administrators, faculty, and students (Drury, 2003).
The Great Depression to 1960. The Great Depression led to an increase in enrollment at
junior colleges. This was largely due to the lack of employment opportunities and to the new
societal perception that college education provided an opportunity for upward mobility.
Enrollment increased from 56,000 students to 150,000 students (Drury, 2003; Geller, 2001;
Kasper, 2003). Additionally, AAJC members were establishing a consensus regarding
curriculum, the positive social image of community colleges was increasing, and pathways for
transfer and associate degrees were created (Drury, 2003). During World War II, community
colleges enrollment plunged and so did membership for the AAJC. However, enrollment
increased post-war, with the added bonus of the Serviceman’s Readjustment Act of 1944 (also
known as the GI Bill). This bill provided financial assistance to veterans of World War II. Under
this law, millions of veterans were encouraged to attend junior colleges (Drury, 2003; Geller,
2001). In 1946, junior colleges took on the term “community college” after Jesse Bogue became
executive secretary of the AAJC and published a book titled The Community College (Drury,
2003; Geller, 2001). In 1947, the Truman Commission Report encouraged community colleges
to serve their local areas (Drury, 2003). In 1960, the comprehensive community college model
was developed. This model, along with the commission report, believed that all individuals
should have access to higher education at an affordable cost with a comprehensive curriculum
(Drury, 2003).
SUPPORT SERVICES FOR DISTANCE LEARNERS 24
Community colleges from 1960 to present day. Over the next two decades, community
college enrollment continued to increase. From the 1960s to 1980s, enrollment increased from
1.6 million to 4.5 million students. During this time, community colleges were primarily
vocational institutions. Students were more interested in preparing for the job market than
transferring to universities (Drury, 2003). Community colleges intentionally focused on
vocational programs so they could compete with 4-year institutions that were primarily focused
on awarding bachelor’s degrees (Drury, 2003).
Currently, there are over 1,000 community colleges in the United States serving more
than 10 million students annually. Approximately 46% of minority students enroll in community
colleges (Drury, 2003; Espinosa, Turk, Taylor, & Chessman, 2019; Geller, 2001). These colleges
serve nontraditional students with time conflicts, multiple jobs, and personal obligations that may
hinder their enrollment at the university level (Yen, & Liu, 2009). Additionally, community
colleges serve students who may not be academically prepared for university learning, those who
cannot afford university tuition, and those who seek job skills training (Gilroy, 2001).
Community colleges aid in reducing educational barriers and open up doors for many students by
providing access and opportunities to them (Drury, 2003; Geller, 2001).
Distance Education
Distance education is a term used to describe a method of study in which teachers and
students meet via virtual learning platforms like video-chat, email, or over the telephone (Shelton
et al., 2017). Distance education also includes web enhancements in the traditional classroom or
in blended learning environments such has hybrid, where a portion of the course physically
meets on campus, and the other percentage is conducted virtually (Whiteside, 2015). Belanger
(2000) defined distance education as any formal approach to learning where the instructor and
SUPPORT SERVICES FOR DISTANCE LEARNERS 25
students are at a distance from one another. This method can be paper-based correspondence,
videoconference, or online either synchronously or asynchronously.
Distance learning in a synchronous or asynchronous learning environment is conducted
through an online platform. An online platform is a learning management system (LMS) that
manages instructional content and tracks progress (Watson & Watson, 2007). Through the LMS
program instructors can post messages, assignments, lessons, and administer tests or quizzes for
students. Students can submit their assignments, message classmates and instructors, and
complete their test/quizzes through the LMS program. Additionally, the LMS program has
video-conferencing and messaging capabilities (Watson & Watson, 2007). Some examples of
LMS programs include Blackboard, Etudes, and Moodle.
A synchronous learning environment requires both students and instructors to be online at
the same time, as instructors host class sessions in real time via live steam (or video-
conferencing) (Johnson, 2006). Both students and instructors can visually see and hear one
another and can verbally communicate with each other. They can also communicate through
public (whole class) and private (individual classmates/instructor) messaging functions of the
LMS (Hrastinski, 2008). In this environment, students complete activities and discuss course
content in real time with instructor guidance. However, assignments are also completed and
submitted, outside of the real-time video-conferencing sessions (Oztok et al., 2013).
An asynchronous learning environment allows students to complete online courses at
their own pace with no real-time live steam or specific login time requirements (Oztok, et al.,
2013). Students learning in this environment access and view pre-recorded lessons or course
materials (readings, PowerPoints, etc.) through the LMS program. They complete all
assignments and test and quizzes at their convenience but before the set deadlines (Johnson,
SUPPORT SERVICES FOR DISTANCE LEARNERS 26
2006). Students can also message one another but not in real time. There is no immediate
interaction by students or instructors in this learning environment (Hrastinski, 2008). Instructors
log in to the LMS program to review student work, provide feedback, respond to or send emails
to students, post messages, and assign grades. There is limited interaction between students and
instructors in this learning environment (Hrastinski, 2008; Johnson, 2006).
With the advent of new and emerging technology, distance education has evolved. This
had led many researchers to develop more refined definitions of distance education. O’Lawrence
(2006) defined distance education as “a medium of teaching and learning using modern
technology so that teachers or students do not have to be together in the classroom” (p. 27). Al-
Arimi (2014) stated distance learning is flexible learning that uses educational media to connect
teacher and student. The fact remains that distance education evolves, meaning its definition
does the same.
History of Distance Education
Historians would argue that distance education developed during prehistoric times. They
believe early forms of communication such as cave paintings, St. Paul’s letters to the
Corinthians, and even tribal talking drums are forms of distance education (Mood, 1995).
However, modern forms of distance education are believed to have begun in 1728 when Caleb
Philips placed an ad in the Boston Gazette newspaper offering weekly shorthand lessons (Mood,
1995). Over 100 years later, in 1840, Isaac Pitman of Great Britain utilized the Penny Post mail
system to offer shorthand courses. In 1856 at Exeter College in England, Charles Toussaint and
Gustav Langenscheidt taught language through correspondence (Hansen, 2001; Mood, 1995); in
1880 Skerry College offered correspondence tuition for civil service examinations; and shortly
SUPPORT SERVICES FOR DISTANCE LEARNERS 27
thereafter, in 1884, courses in accountancy were offered through the Foulkes Lynch
Correspondence Tuition Service (Mood, 1995).
Correspondence education. The history of distance education in the United States dates
back over 140 years when improvements in the U.S. postal system made it possible for
correspondence schools to exist (Hansen, 2001). In 1873, Anna Eliot Ticknor founded the
Society to Encourage Studies at Home. The organization provided women access to educational
instruction in 24 different subjects in six content areas: history, science, art, literature, French,
and German. The students would utilize the U.S. Postal Service to send and receive their course
materials. The society served thousands of students for over 24 years before it was dissolved in
1897 after the death of Anna Ticknor (Hansen, 2001; Harting, & Erthal, 2005; Mood, 1995).
Also, in 1873, Illinois Wesleyan University became the first established American university to
offer correspondence education. These courses were funded by members of the Methodist
Church and lead to both undergraduate and graduate degrees. At that time, many critics believed
that correspondence courses did not educationally compare to traditional classroom instruction.
Universities stopped recognizing degrees from Wesleyan earned fully through correspondence
study. This eventually led to the extinction of the program in 1906 (Hansen, 2001).
Despite the criticism and questions regarding the viability and integrity of
correspondence education, the demand for programs continued to increase (Hansen, 2001).
William Rainey Harper, considered by many to be the father of correspondence education, began
offering Hebrew courses to prospective clergymen via mail-order in 1881. The program’s
popularity led to Harper’s recruitment to teach correspondence courses at many other
institutions. He later launched correspondence programs at the Chautauqua College of Liberal
Arts and Yale University. Harper continued the correspondence education program at the
SUPPORT SERVICES FOR DISTANCE LEARNERS 28
University of Chicago where he became its first president in 1891. Many believe correspondence
education was developed and solidified at the University of Chicago (Hansen, 2001; Harting, &
Erthal, 2005; Holmberg, 2008; Mood, 1995).
By 1914, over a dozen U.S. colleges offered correspondence education programs (Mood,
1995). The University of Wisconsin established a program focused on vocational education. The
school partnered with the Milwaukee Merchant Manufacturers Association to offer job-training
correspondence programs for factory workers (Hansen, 2001). Pennsylvania State College had a
program that educated farmers on the growth of crops and raising livestock (Hansen, 2001).
Along with the creation of new correspondence programs came low-quality programs. These
illegitimate programs awarded degrees without requiring students to satisfy long-established
academic standards. This ultimately discredited all correspondence programs (Hansen, 2001;
Harting & Erthal, 2005).
In response to the growing demand of distance education and concern for the legitimacy
of the programs, the National Home Study Council was formed in 1926. The Council, now
known as the Distance Education and Training Council, was established to provide support,
validity and stability to correspondence programs (Wang & Liu, 2003). Through the years, the
Council has served millions of students and includes over 100 distance education institutions
worldwide (The Distance Education and Training Council, n.d.).
Radio education. With the development of long-range radio in the 1920s, distance
education programs began to take new form. Radio became the preferred method of learning
because it allowed students to listen to their lessons and for course content to be delivered faster
(Casey, 2008). Broadcasting licenses were granted to more than 200 colleges and school boards.
More than 10% of U.S. radio stations hosted instructional programming from educational
SUPPORT SERVICES FOR DISTANCE LEARNERS 29
institutions by 1923. These radio programs offered courses for both credit and self-enrichment.
They were supplemented with notes and reading materials available at local libraries (Hansen,
2001; Harting, & Erthal, 2005). The United States had minimal success with radio broadcasting
educational programs. However, the British Broadcasting Corporation was quite successful in
utilizing radio for adult education although their program did not offer course credit or grant
degrees (Harting, & Erthal, 2005; Mood, 1995).
Television education. It was not long before distance education advanced, yet again,
with the invention of television. In 1933, the University of Iowa was the first to offer
instructional programs via television (Harting & Erthal, 2005). New York University made
efforts to continue to advance television distance education with the development of the Sunrise
Semester series. This program was offered for course credit and featured lessons on a wide range
of academic subjects (Hansen, 2001). By the 1950s, 17 educational programs used television to
deliver instructional material and by 1972 there were 233 educational television stations
(Hansen, 2001). The Instructional Television Fixed Services in the 1970s, allowed for students to
access regional campuses as well as other universities. Additionally, students in this program
were considered to be a part of the extended classroom (Harting & Erthal, 2005). Eventually,
television broadcasting educational programs lost the interest of students and funding sources
due to lack of quality and one-way communication (Harting & Erthal, 2005). In 1963, the
University of Wisconsin introduced a correspondence program that utilized both television,
radio, audiotapes, and teleconferencing. Although the program did not last, it was instrumental in
demonstrating the benefit of utilizing multiple modalities in distance learning programs (Hansen,
2001).
SUPPORT SERVICES FOR DISTANCE LEARNERS 30
The University of Wisconsin’s program was instrumental in the establishment of Great
Britain’s Open University, the world’s first fully distance education university (Harting & Erthal,
2005). Since its inception in 1971, the program offered distance learning courses via television,
radio, and other media (Hansen, 2001; Harting & Erthal, 2005). Students utilized specially
produced textbooks, audio and video tape recordings, and home experiment kits as resources for
coursework (Harting & Erthal, 2005; Perry, 1977). Open University offered admission to
students who desired or required unconventional, nontraditional educational opportunities
(Hansen, 2001). The institution is currently the largest university in the United Kingdom offering
more than 360 undergraduate and graduate courses with nearly 200,000 students enrolled (The
British Open University, 2006). Open University has, and continues to be, pivotal in advancing
distance education and opening doors for innovative experiments in higher education.
One innovative program led by Bernard Luskin, vice chancellor of Coast Community
College in Costa Mesa, California, made major advancements in television correspondence, or
telecourse (Hansen, 2001). Luskin’s model, founded in 1970, broadcast courses via public
television. Teachers hosted class sessions by way of television to a classroom full of students
(Hansen, 2001). Students could leave voice messages to instructors with questions or concerns
regarding the course material. This model was quite successful and gained the interest of both
students and other educational institutions. By the 1980s, many traditional institutions created
special classrooms just to host telecourses (Hansen, 2001).
Internet-Based Learning
The internet has taken distance learning to a new peak (Hansen, 2001). Student access to
personal computers, broadband communications, and digital video, produced radical change in
distance education (Harting & Erthal, 2005). The first U.S. educational institution to offer online
SUPPORT SERVICES FOR DISTANCE LEARNERS 31
undergraduate courses was the Jersey Institute of Technology in 1984. It was not long before the
University of Phoenix established its first fully online degree program in 1989 (Hansen, 2001).
Currently, all sectors of higher education offer online options to meet the needs of the emerging
online population (Orcutt, 2016). The current state of online learning is directly tied to the
development of the internet (Sumner, 2000). This has drastically changed the way student’s
access and achieve higher education (Orcutt, 2016). As distance education continues to evolve, it
will afford opportunities to those who would not otherwise have access to obtain it (Bawa,
2016).
Data on Distance Education
Distance education has grown significantly over many years, with no foreseeable decline.
The U.S. Department of Education reported that the percentage of undergraduate students taking
at least one online course increased from 8% to 20% from 2000 to 2008 (National Center for
Education Statistics, 2011). In 2008, over 20% of college students enrolled in distance education
courses in the U.S. and in fall 2009 an additional one million students enrolled in online courses
(Allen & Seaman, 2010; Natow et al., 2017). By 2012, over 5.7 million students (or 21%)
enrolled in distance learning courses and over 14% of those students were enrolled in fully
online degree programs (Snyder & Dillow, 2015). Currently, approximately 28% of higher
education students are enrolled in at least one distance learning course. About 11% of students at
public institutions, 18% of students at private nonprofit institutions, and 59% of students at
private for-profit institutions are completing their coursework entirely through online education.
Additionally, 13% of undergraduate and 28% of graduate students complete their coursework
exclusively through online courses (Snyder & Dillow, 2019).
SUPPORT SERVICES FOR DISTANCE LEARNERS 32
Students are enrolled in a significant number of distance education courses at CCCs.
During the 2005–2006 academic year, the unduplicated headcount for students enrolled in
distance education courses at CCCs was 328,372. That number more than doubled by the 2010–
2011 fiscal year to 675,760 enrolled and nearly tripled by the 2016–2017 academic year to
860,283 enrolled (California Community Colleges Chancellor’s Office, 2017a). Additionally,
nearly 81% of community colleges offer at least one degree program completely online
(Instructional Technology Council, 2011).
Success rates in distance education courses vary. Some institutions reported distance
learning course-completion rates at more than 80% while other institutions found that less than
50% of distance education students completed their courses (Carr, 2000; Scott, 2009; Willging &
Johnson, 2009). According to Snyder and Dillow (2015), only 4% of college students completing
distance education courses receive a degree. Reports from the Massive Open Online Courses
(MOOC) platform reflected an average course-completion rate of 7% (Rai & Chunrao, 2016). In
this study, completion rate reflects the students who obtained a certificate (Rai & Chunrao,
2016). Dutton, Dutton and Perry (1999), found online students had a 72% course-completion
rate, compared to 90.3% of on-campus students taking to same course. Additionally, Carr (2000)
found persistence rates in distance education programs are often 10% to 20% lower than
traditional programs. Although the numbers indicate an increase demand for distance learning
courses the success rates (course completion, graduation, persistence, etc.) are of significant
concern, both nationally and statewide (Lothian, 2009; Shea & Bidjerano, 2014).
Distance Learning Population
Distance learners are described in various ways. For example, earlier profiles of distance
learners defined them as nontraditional adult learners over the age of 24 with family or work
SUPPORT SERVICES FOR DISTANCE LEARNERS 33
obligations (Dabbagh, 2007; Gould et al., 2014; Wertheim, 2014). They were also characterized
as self-regulated learners with time-management skills (Dabbagh, 2007). These students differ
from traditional college students in that they typically do not enroll in college directly after high
school, are not financially dependent on their parents, may not carry a full-time course load, and
may not reside on campus (Choy, 2002). However, there is no evidence that supports distance
learners as a homogeneous, unchanging group, as recent descriptions characterize them as
disciplined, self-motivated learners that are responsive to new learning paradigms and
technological innovations (Dabbagh, 2007). Furthermore, research suggests younger college
students who fit the traditional student profile also enroll in distance learning courses as a
preferred method of learning (Dabbagh, 2007).
The distance learning population is diverse and includes students with varied educational,
cultural, and socioeconomic backgrounds (Dabbagh & Bannan-Ritland, 2005). Globalization has
allowed for students across the world to engage in distance education. Now, students participate
in online seminars, join online education listservs, and share information through online portals
(Dabbagh, 2007). Online courses also allow students to be less location-bound. Students can be
any place in the world while completing their online course, as long as they have access to the
internet, and they can take courses at any institution they are accepted to that offers an online
program, whether near or far in proximity (Dabbagh, 2007; Li, & Irby, 2008). Kolowich (2010)
referred to distance education as one with no geography. Unlike the traditional classroom,
distance learning students learn independently and are often separated in time and location
(Wertheim, 2014).
SUPPORT SERVICES FOR DISTANCE LEARNERS 34
Benefits of Distance Learning Programs
Distance learners find the convenience and flexibility of online courses a necessity and
great benefit. They appreciate being able to work at their own pace, having less travel time, and
the quick access to course material (Jaggars, 2014). Both the asynchronous and synchronous
online learning environments are beneficial for students (Hrastinski, 2008). However, the
asynchronous learning environment provides opportunities for learning to students who would
not otherwise have them due to personal obligations such as work or family (Deal, 2002). These
students find the time and place-independent nature of the asynchronous environment conducive
to their life schedule and demands (Deal, 2002; Lyons, 2004). Students learning in this
environment are relieved from the burden of having to find courses that work well with their
work schedule. The flexibility of asynchronous learning means students can complete courses
without having to adjust their work schedule or sacrifice their employment (Choy, 2002; Lyons,
2004). Furthermore, students do not have to be concerned with securing childcare to attend class.
They can complete their coursework after putting their children to bed, before they wake up in
the morning, or while they are napping. This allows parents to complete their education while
also ensuring quality time with their family (Jaggars, 2014). Additionally, communication in an
asynchronous learning environment increases the students’ ability to process information. The
student has more time to grasp concepts and critically consider course content because an
immediate response is not required (Hrastinski, 2008). Students can also enroll in several courses
in the same semester without time constraints. This allows for them to complete courses and
achieve their educational goals at a faster pace (Bettinger et al., 2013).
Synchronous learning environments have also been found to be beneficial to some online
students. Synchronous environments offer a real-time learning experience. Although the course
SUPPORT SERVICES FOR DISTANCE LEARNERS 35
is hosted online, both the students and the instructor are online at the same time. The audio and
video capabilities of the platform allows for everyone to see and speak to one another (Johnson,
2006; Oztok et al., 2013). Therefore, these online students experience a similar learning
environment as on-campus students without having to physically come to campus (Hrastinski,
2008; Willging, & Johnson, 2004). This may be a benefit to students who seek a classroom-like
environment but are unable to physically come to campus due to physical mobility constraints or
transportation issues (Marjanovic, 1999). Students learning in this environment can receive
immediate feedback from their instructors and collaborate with classmates (Marjanovic, 1999).
Both students and teachers experience more social interactions and fewer frustrations
(Hrastinski, 2008). Park and Bonk (2007) found students are more engaged and experience
greater learning outcomes in a synchronous learning environment. Synchronous learning
supports community building through critical discussions and reflective processing. This has led
students to feel like they are active participants in their learning as opposed to feeling isolated
(Hrastinski, 2008).
Research suggests that both the synchronous and asynchronous online learning
environments increase students’ access (Dabbagh, 2007; Hrastinski, 2008; Li, & Irby, 2008).
Students are exposed to different worldviews from their interactions with classmates from across
the globe and, therefore, broaden their perceptions and enrich their educational experience (Li, &
Irby, 2008). Distance education also promotes independent learning and accountability of
students. Students are responsible for reading course materials, reviewing instructors’ lectures,
and submitting assignments by the appropriate deadlines without much involvement from the
instructor (Coyner & McCann, 2004). Additionally, some believe online courses meet their
SUPPORT SERVICES FOR DISTANCE LEARNERS 36
personal learning preferences, are a more efficient way to learn, and provide the interpersonal
interaction they prefer (Deal, 2002; Jaggars, 2014).
Online courses are also a great benefit to educational institutions. Online education has
increased enrollment at colleges and universities around the U.S. (Snyder & Dillow, 2019).
Online courses offer educational institutions a solution when finances are limited (Mupinga,
2005). For example, educational institutions can provide quality education without having the
added cost of electricity or classroom maintenance needs (Mupinga, 2005). Furthermore,
institutions can offer more courses without having the concern of parking and classroom space
(Taylor, 2003). In addition, teachers can enjoy the flexibility of mobile teaching as opposed to
having to go to campus to deliver instruction (Lyons, 2004).
Barriers in Distance Learning Programs
Despite the many benefits distance learning programs may offer to students, there are a
few barriers that may affect current or potential distance learners. Time management and self-
regulation were found to be barriers for online students. Since many of these students are over
the age of 24 with work and family obligations (Dabbagh, 2007; Gould et al., 2014; Wertheim,
2014), they are often challenged with balancing their personal responsibilities with academic
expectations (Baldizan & Schreiber, 2014; Park & Choi, 2009). Bocchi, Eastman, and Swift
(2004) found many online students were unsuccessful due to lack of time to complete required
assignments, lack of family support, and conflicts with priorities. Distance learning courses take
on traditional classroom roles by expecting students to be capable of organizing, planning,
completing, and submitting their required assignments by specific deadlines (Peters, 2008; Yang,
Baldwin, & Snelson, 2017). Many online students are unprepared for the independent nature of
online courses and often struggle with the time management and self-directed learning required
SUPPORT SERVICES FOR DISTANCE LEARNERS 37
in the online learning environment (Bork & Rucks-Ahidiana, 2013; Ravenna, 2012; Yen & Liu,
2009). External factors, such as work and family, and the academic load also affect the decision
to enroll in online courses for potential distance learners (Park & Choi, 2009).
Sense of belonging and motivation. Sense of belonging and motivation were found to
be additional barriers. Students who are not motivated are often unsuccessful in online courses or
drop out (Bean & Metzner, 1985; Park & Choi, 2009). Students feel more motivated to learn
when they have an interest in the content (Baker, 2010). Park and Choi (2009) stated online
faculty should make courses interactive and interesting to ensure that online students are
engaged, increasing their motivation and sense of belonging. Peters (2008) believed that learning
could not take place without students’ active participation. Student interaction was also found to
be a decisive factor in online students’ academic success and satisfaction (Bannan-Ritland, 2002;
Durrington, Berryhill, & Swafford, 2006; Swan, 2001; Wanstreet, 2006). Students feel less
isolated and more connected to the course and college when they are engaged in online courses
(Hawkins, Barbour, & Graham, 2012). Therefore, students should have opportunities to interact
with the instructor, other students, and course material (Bocchi et al., 2004).
Limited support services. Also a barrier were limited online support services available
to online students. Support services are an extension of the college that provide assistance and
support to students throughout their educational journey. These services include pre-enrollment
services like recruiting and orientation, admissions and registration, financial aid, library and
bookstore services, academic and career counseling, social support services, tutoring, degree and
transcript evaluation, and technical support (Anderson, 2004; Dirr, 1999). Although most
institutions of higher education offer online courses, they have not demonstrated a commitment
to offer a complete array of online support services that are time and location independent, as
SUPPORT SERVICES FOR DISTANCE LEARNERS 38
most support programs are offered during regular business hours and in person (LaPadula, 2003;
Rinear, 2003; Smith, 2005).
In a study of online student support services for distance learners, LaPadula (2003) found
online students wanted additional services accessible online, such as clubs, tutoring, seminars,
and health services. The study sought to understand if distance learning students were satisfied
with existing online support services and to identify the services they desire (LaPadula, 2003).
Survey results showed 38% of the 92 participants desired social functions like clubs, chat rooms,
support groups, 69% desired additional academic and career counseling services, 42% wanted
additional technical assistance, and 34% were interested in accessing online mental health
services. The study reflected that, although students were satisfied with existing services, they
expressed a need for additional ones (LaPadula, 2003).
The Middle States Commission on Higher Education (2006) found student support
services promote students’ comprehensive development and play a central role in their education
by helping to strengthen learning outcomes. Moreover, one of the main contributors to increasing
students’ academic performance and participation is their use of academic support services
(Collins & Sims, 2006). Traditional support services must be reframed to include strategies that
meet distance learning students’ needs to support their learning and academic success (Dirr,
1999; Gould et al., 2014; Hornak et al., 2010).
Access, technology, and instructors. Additional barriers for distance learners are
equitable access, lack of familiarity with technology and ill-equipped instructors. Students who
do not have the financial means for personal computers and access to the internet cannot
participate easily and reliably in these courses (Jaggars, 2011; Wojciechowska, 2010). A lack of
familiarity with technology is also a barrier. Some students are hesitant to take online courses
SUPPORT SERVICES FOR DISTANCE LEARNERS 39
because they do not feel comfortable with educational technology (Koohang, 1989; Smith &
Ayers, 2006). Furthermore, some instructors do not understand the needs of online learners or
how to create inclusive and interactive online learning environments (Jaggars, 2011; Xu &
Jaggars, 2014). Institutions need to create training material for both students and faculty in an
effort to increase familiarity with online functionalities and to create successful distance learning
environments that support multiple learning preferences and encourage critical thinking
(Mupinga, Nora, & Yaw, 2006; Owens, 2015).
Support Programs and Services
History of Support Programs and Services
The origin of student affairs, also known as student support services, can be traced to the
colonial era, paralleling with that of American higher education (Long, 2012; Nuss, 2003). In the
early colonial colleges, dormitories and dining halls were a central component of collegiate life.
Due to minimal staffing, instructional faculty carried the responsibility of managing the
dormitories and handling parental concerns regarding students’ welfare (Long, 2012). The
doctrine of in loco parentis (in place of the parent) empowered college presidents and faculty to
directly oversee students who were viewed as being immature and in need of strict adult
supervision (Dungy & Gordon, 2011; Long, 2012; Nuss, 2003). Faculty developed and enforced
rules and regulations that governed students’ behavior, conduct, and dress both on and off
campus (Long, 2012). Students followed a very structured daily routine which included
mandatory meetings, morning chapel services, and evening study hours. At that time, the
primary goal of colleges was to increase academic rigor and degree attainment, while also
ensuring that all aspects of a student’s life paralleled of the Christian faith of the community
(Dungy & Gordon, 2011).
SUPPORT SERVICES FOR DISTANCE LEARNERS 40
In the mid-1800s academic life changed. Influenced by European universities’ view of
the role of faculty as exclusively to deliver academic instruction, American faculty began to
develop expertise in specific disciplines, earn doctorates and primarily focus on conducting
research for the college or university. Therefore, faculty had less time (or interest) to focus on
disciplining and mentoring students (Long, 2012). In addition, students began to rebel against the
strict disciplinary practices and structured program of study. Students desired a program of study
that focused on the development of the whole student, mind, body, and spirit (Long, 2012; Nuss,
2003). Extracurricular activities emerged: literary societies, debate clubs, fraternal organizations,
sports teams, and campus publications. These activities were considered informal and intended
for recreation and enjoyment purposes (Long, 2012; Nuss, 2003). However, these student
organizations began to take on a more active role in enforcing student discipline on campus.
Although the colleges and universities maintained their position in enforcing discipline at the
institution, students also began to discipline themselves based on the rules and regulations they
helped establish (Dungy & Gordon, 2011).
The traditional role of student affairs was professionalized in the early part of the 20th
century. Physicians were hired to provide student health services and college staff were hired to
manage student academic records and to provide career guidance and job placement advice to
students (Long, 2012). In the 1920s, deans of men, later known as deans of students, were hired
to oversee student personnel matters, investigate student conduct and enforce university rules
(Long, 2012). These administrators were hired as a result of the increasing demand and
responsibilities of the college president, changing role of instructional faculty, and the increase in
coeducation and women’s colleges (Nuss, 2003). In 1937, the student affairs profession began to
receive recognition and acceptance in higher education with the publication of a report by the
SUPPORT SERVICES FOR DISTANCE LEARNERS 41
American Council on Education (Long, 2012; Nuss, 2003). The report highlighted the
importance of supporting the whole student in mind, body, and spirit and insisted that students’
individual needs must be given attention (Long, 2012).
The student affairs profession continued to develop, as colleges and universities began to
recognize that students’ academic performance was largely affected by their surroundings. The
Housing Act of 1950 launched a large scale program of housing construction, and many high-
rise residential halls were built on college campuses. The goal of the law was to house and feed
the large number of returning college students. The residence halls were also a way to merge
curriculum and extracurricular activities (Long, 2012; Nuss, 2003). By the 1960s, the concept of
in loco parentis was eroded by the courts. The decision by the U.S. Supreme Court in Dixson v.
Alabama State Board of Education case defined a person over the age of 18 years old as a legal
adult (Long, 2012). Later court rulings viewed the relationship between students and colleges
and universities as contractual. Therefore, if students met the published academic requirements
set by the institution and paid their tuition, they were entitled to their degree (Long, 2012). These
court rulings prevent institutions from withholding students’ degrees due to disciplinary
concerns. Student discipline was no longer a role of student affairs professionals; instead, they
focused on educating students on making sound decisions and choices (Long, 2012).
By the early 1970s, many student development theories began to surface. The merge of
professional practice and theory received attention in the student affairs field with the publication
of the American College Personnel Association’s report (Long, 2012; Nuss, 2003), which
claimed that, without understanding the motivations, abilities, and environments that define and
drive students, student affairs professionals could not have an impact on students’ intellectual,
emotional, and psychosocial growth and development (Long, 2012). Additionally, the report
SUPPORT SERVICES FOR DISTANCE LEARNERS 42
encouraged student affairs professionals to collaborate with instructional faculty, to actively
participate in the learning process and to create activities that stimulate student development both
inside and outside of the classroom (Long, 2012). By the 1990s and 2000s, student affairs
professional practice was grounded in student development theory. However, these theories were
developed with the traditional undergraduate student in mind (18 to 22 years old, White, male).
This challenged student affairs professionals to modify existing practices to meet the needs of the
diverse student populations like minorities, women, LGBTQ students, and online students (Long,
2012; Nuss, 2003). Student affairs professionals recognized that each diverse group of students
brought new ideas and interest. Therefore, many student development theories were improved
with new research specific to each diverse group (Long, 2012; Nuss, 2003).
The student affairs profession was developed to support institutions’ academic mission
and to nurture students’ intellectual, emotional, and psychosocial development (Pascarella &
Terenzini, 2005). The concept behind educating and supporting the whole student still remains
the core focus of student affairs today (Nuss, 2003). Additionally, student affairs professionals
must also have a robust understanding of diversity and its impact on student affairs practices
(Long, 2012; Nuss, 2003).
Support Services for Distance Learners
Higher education settings have implemented support programs for decades (Page &
Scott-Clayton, 2016). These services are used to improve college readiness and address students’
academic needs. Furthermore, research indicates students who utilize support services are more
likely to complete their degree than those who do not (Bettinger et al., 2013; Collins & Sims,
2006; Gribbons & Dixon, 2001; Kuh, Kinzie, Schuh, & Whitt, 2005). Student development
theorists view support services as the other half of a students’ education (Lorenzetti, 2006). This
SUPPORT SERVICES FOR DISTANCE LEARNERS 43
fact also applies to distance learners. Today, most colleges and universities that offer distance
learning courses have not demonstrated a commitment to implement online student services at
the same level as on campus (Anilkumar, & Lihitkar, 2014; Lorenzetti, 2006; Smith, 2005). La
Padula (2003) found student support programs for distance learners often lack availability,
quality, and convenience. These absent or inadequate support services add to feelings of isolation
for distance learning students and may lead to their academic failure (La Padula, 2003; Kuh,
2011). Rinear (2003) agreed that there is an inequality of support services for online students
when compared to services for on-campus students. Furthermore, she believed that the reluctance
of colleges and universities to prioritize the implementation of support programs for distance
learning students is a major concern (Rinear, 2003).
Enrollment in distance education courses has increased at a rate much higher than the
overall student population at colleges and universities, yet drop-out rates continue to be high
(Allen & Seaman, 2005; Sutton & Nora, 2008). The pressure to ensure the academic success for
all students caused many countries to consider authorizing policies to address quality assurance
in higher education (Task Force on the Future of Student Affairs, 2010). Regional accrediting
agencies and distance learning support organizations strongly encourage or require colleges to
offer the same services and support to their distance education and traditional campus-based
students. The Southern Regional Educations Board’s Electronic Campus (SREB, 2007), was
established to assist students in finding and enrolling in high quality online courses and
programs; it states as part of its institutional context and commitment component is that students
must have equitable and adequate access to student services and resources appropriate to support
their learning. The Middle States Commission on Higher Education mirrors this statement,
reiterating that programs and services should be available to support diverse student groups
SUPPORT SERVICES FOR DISTANCE LEARNERS 44
including students with disabilities, aged students, distance education students, correspondence
education students, and international students (MSCHE, 2006). Additionally, the Council for the
Advancement of Standards in Higher Education (2006) reported all students should receive
information on academic support services.
Support services for distance learners are important for several reasons. They can
increase enrollment, decrease attrition, and contribute to the students’ overall success.
Additionally, support programs offer solutions in challenging situations, assist students during
their transition to college, and aid in their personal and intellectual growth (Dirr, 1999). Support
for distance learners in higher education is not a new concept. When correspondence education
was a popular method of instruction, institutions provided students an academic tutor who would
assist them with understanding the course material by telephone and during weekend or evening
group sessions (Matthews, 1999).
Student affairs professional have made significant progress towards developing adequate
support services for distance learners (Gould et al., 2014), but there is much need for
improvement (La Padula, 2003). The reality is that distance education has existed for decades
and, still, the field of student affairs struggles to define its role in supporting distance learners
(Culp, 2014). Offering student support services online is no longer an option for institutions.
Colleges and universities with online courses and programs must take an active role in
developing support services that meet the needs of and increase online students’ academic
success (Shea, 2005).
Implementing Success Strategies for Distance Learners
When implementing support services for distance learners, it is not sufficient to just
repurpose on-campus services and offer them in the online modality. Doing so can produce
SUPPORT SERVICES FOR DISTANCE LEARNERS 45
fragmented and ineffective services for online students (Gould et al., 2014). To provide adequate
and effective support services to distance learners, colleges and universities must be committed
to changing the entire college’s infrastructure (Lorenzetti, 2006). Student support services for
online students involve extensive planning, program visibility, technology evaluation, and
continuous assessment of student needs (McCracken, 2002). They must also address the
technological needs of students (Gaide, 2005). Institutions should not assume students are
equipped to engage in and complete online courses. Information should be made available to
them about online course preparedness (Gaide, 2005). Orientation or information sessions should
include topics such as preparedness for using a course management system, time-management
skills for online learners, appropriate technology devices, email, and word processing.
Furthermore, support and technological staff should be available to assist with questions,
concerns, and challenges (Gaide, 2005).
McCracken (2002) found some institutions provided support services specifically
designed for online students, but they were developed and executed in isolation and lacked
interaction with other support entities at the institution. This resulted in confusion, frustration,
and inconsistencies among faculty and staff (McCracken, 2002). Stated best in a report by the
Task Force on the Future of Student Affairs (2010), “at no other time in history has the incentive
for real change been more powerful or the consequences for not changing more significant” (p.
7). Colleges and universities must commit to implementing quality support services for the
online student population to ensure academic success (Hornak et al., 2010; La Padula, 2003).
Theoretical Framework
Social capital theory’s focus on building networks and social relationships is useful for
understanding the impact of support services for online students. In education, social capital is
SUPPORT SERVICES FOR DISTANCE LEARNERS 46
present when students utilize resources from their social networks, such as instructors, advisors,
peers, and parents, to assist them through their educational journey. It is important to understand
the interrelationship between support services and educational progression and success.
Therefore, social capital theory serves as the theoretical lens for this study.
Figure 1. Social capital model.
Social Capital Theory
Social capital theory was defined by Bourdieu (1986) as
the aggregate of the actual or potential resources which are linked to possession of a
durable network of more or less institutionalized relationships of mutual acquaintance
and recognition – or in other words, to membership in a group – which provides each of
its members with the backing of the collectively-owned capital, a ‘credential’ which
entitles them to credit, in the various senses of the word. (p. 248–249)
Bourdieu developed this definition after an examination of class inequalities. Bourdieu
determined people established control by developing sound relationships with individuals in
positions of power or membership in a dominant group (Bourdieu, 1986). Other theorists have
also provided definitions for social capital theory. Stanton-Salazar (2004) and Yosso (2005)
described social capital as connections to networks and key institutional agents that can provide
access to support and resources that lead to goal achievement. Putnam, Leonardi, and Nanetti
STUDENTS
SOCIAL CAPITAL
(Parents, peers,
instructors, advisors)
EDUCATIONAL
PROGRESSION AND
SUCCESS
SUPPORT SERVICES FOR DISTANCE LEARNERS 47
(1993) also noted that social capital refers to connections among people through social networks
and the mutual benefit and trust that is established from these relationships. They noted trust has
an important role in social capital. Additionally, they believed social capital is a public good that
benefits all parties in the social structure or network (Putnam et al., 1993). Lin (2001) proposed
that social capital is the investment in social relationships with an expectation of a return. Lastly,
Coleman (1990), defined social capital by its function and as consisting of a variety of entities
with two common characteristics: social structure and the actions of individuals in that structure.
In essence, these definitions align with the fundamental concept that social capital is valuable in
that it facilitates access or privilege for those who have it.
In education, social capital emphasizes building relationships with institutional agents
who can offer support and be beneficial to reaching educational goals (Stanton-Salazar, 1997).
Institutional agents can include faculty and staff members, administrators, healthcare
professionals, parents, peers, and any other individual that could be a gateway to institutional
resources and opportunities (Stanton-Salazar, 1997). This concept aligns with researchers’ belief
that using support services increases academic performance (Collins & Sims, 2006). Stanton-
Salazar (1997) identified seven forms of institutional support as funds of knowledge that agents
offer to increase social integration and academic success: institutional sanctioned discourses,
academic task-specific knowledge, organizational/bureaucratic funds of knowledge, network
development, technical funds of knowledge, knowledge of labor and educational markets, and
problem-solving knowledge (Table 1).
SUPPORT SERVICES FOR DISTANCE LEARNERS 48
Table 1
Funds of Knowledge
Institutional Support Definition
Institutional sanctioned
discourses
socially acceptable ways of using language and
communicating
Academic task-specific
knowledge
subject-area knowledge
Organizational/bureaucratic
funds of knowledge
knowledge of bureaucratic operations: chains of command,
resources competition among various branches of
bureaucracy
Network development knowledge leading to skillful networking behavior; e.g.,
negotiating with various gatekeepers and agents within and
outside of the school; developing supportive/cooperative ties
with peers who are well integrated in the school’s high status
academic circles
Technical funds of knowledge computer literacy, study skills, test-taking skills, time-
management skills, decision making skills
Knowledge of labor and
educational markets
job and educational opportunities, requisites and barriers to
entrée; fulfilling requisites and overcoming barriers
Problem-solving knowledge knowing how to integrate the first six knowledge forms
above to solve school-related problems, making sound
decisions, and reaching personal or collective goals
Source: Adapted from Stanton-Salazar, R. (1997). A social capital framework for understanding
the socialization of racial minority children and youth. Harvard Educational Review, 67,
1–40.
Online students are at a disadvantage in building social capital if there is limited or no
access to institutional agents (LaPadula, 2003; Rinear, 2003; Smith, 2005;). Limited access to
institutional support presents a barrier to academic success (Stanton-Salazar, 1997) and is a form
of structural exclusion in the educational setting. Bourdieu (1986) explained social capital aids in
the reproduction of inequality in current class systems. He suggested that, the larger the social
network, the greater the ability to decide what resources equate to profitable capital. Educational
resources are allocated to the dominant group (on-campus students) because they produce more
valuable outcomes (services utilized by students). This may be a smart business move for
educational institutions but not necessarily an equitable and inclusive decision.
SUPPORT SERVICES FOR DISTANCE LEARNERS 49
Figure 2. Success model.
Social capital theory was also viewed from the standpoint of underrepresented racial
minority students (Stanton-Salazar, 1997). Considering that 68% of minority students attend
CCCs (California Community College Chancellors’ Office, 2017), it is important to address
social capital from this perspective. Wassmer, Moore, and Shulock (2004) found that
underrepresented minority students have low levels of social capital due to the low educational
achievement of their parents and home communities. This puts them at risk of not receiving
valuable information and resources needed to successfully navigate through post-secondary
education (Wassmer et al., 2004). Although educational institutions provide access to social
networks by way of campus resources, many minoritized students struggle to navigate through
mainstream domains that they are unaccustomed to, in an effort to access these resources and
develop sound relationships (Stanton-Salazar, 1997). Additionally, there is distrust among
underrepresented groups of those identified as institutional agents who represent the interest of
Online
Students
Institutional
Agents
Academic
Success
Social Capital
SUPPORT SERVICES FOR DISTANCE LEARNERS 50
the dominant group and promote conformity (Stanton-Salazar & Dornbusch, 1995). This puts
distance learning students from minoritized backgrounds at a greater disadvantage of gaining
social capital. In addition to the challenges minority students face, they may have the added
barrier of inadequate online resources (LaPadula, 2003). Social capital at educational institutions
should provide quality institutional support via institutional agents for all students and be tailored
to the specific student populations (Stanton-Salazar & Dornbusch, 1995). Dominant groups
depend on social capital to secure their success and minoritized groups should be afforded the
same opportunities (Stanton-Salazar, 1997). Failure to do so will deny minoritized students
access to pathways to success.
Additionally, institutional agents must acknowledge and embrace the skills, abilities, and
knowledge that minority students acquire in their homes and communities and bring into the
educational setting (Yosso, 2005). Yosso (2005) would refer to this as community cultural
wealth. Yosso (2005) believed that students from communities of color possess qualities that are
useful in navigating through societal structures (such as educational institutions) and overcoming
barriers despite marginalization; however, these attributes are often overlooked and not
considered when providing academic support to minority students. Institutional agents should be
a gateway to resources and opportunities for students and embrace the values and capacities they
hold that can significantly contribute to their academic success (Stanton-Salazar, 1997; Yosso,
2005).
Conclusion
This review of literature noted the increasing demand of online courses/programs and the
limited programs/services designed to support online students. Additionally, barriers and benefits
to distance education and for distance education students were identified, distance education and
SUPPORT SERVICES FOR DISTANCE LEARNERS 51
community college demographics, and success strategies for distance leaners were proposed.
What is incredibly clear from the literature is that distance learners can greatly benefit from
support programs designed specifically to meet their needs. These support programs can reduce
or possibly eliminate the various barriers that impact academic progress for distance learners and
increase their sense of belonging by connecting them to the academic community. Social capital
theory was also used as a lens to examine how support services can contribute to the academic
progress of distance learning students. Chapter Three will discuss the research methodology and
design, data collection and analysis procedures for this study.
SUPPORT SERVICES FOR DISTANCE LEARNERS 52
CHAPTER THREE: METHODOLOGY
The demand for distance learning programs continues to increase (Snyder & Dillow,
2019). Two-thirds of 2-year and 4-year Title IV degree-granting institutions offer online courses,
blended/hybrid courses, or courses offered in other distance education formats for college-level
credit (National Center for Education Statistics, 2009). Additionally, nearly 32% of higher
education students take at least one course online and 60% of community college students have
taken at least one online course. (Online Learning Consortium, 2016). Meanwhile, educational
institutions have failed to ensure that adequate support services are offered to distance learning
students (La Padula, 2003; Lorenzetti, 2006; Pullan, 2011; Rinear, 2003). Additionally, there is a
gap in the literature with respect to the online students’ perspective regarding academic support
services and its’ impact (or lack thereof) on their academic success.
The purpose of this study was to examine how student support services work with online
community college students and to understand the needs of this population. This chapter
discusses the research design of the study, including the research questions, methods utilized, site
description, sample selected, data collection and analysis, and the role of the researcher.
Research Questions
The following research questions were selected because they reflect the study’s principal
issues and components (Maxwell, 2013; Merriam & Tisdell, 2016). The first question was
designed to understand the experiences online students have with academic support services and
if these services have an impact on their educational advancement. The second question was
designed to understand online students’ salient needs.
1. What are the experiences of online, community college students with respect to academic
support services?
SUPPORT SERVICES FOR DISTANCE LEARNERS 53
a. How do these services contribute to academic success, if at all?
2. What kinds of academic support services are needed for online community college
students?
Research Design and Methods
This study was designed to understand online students’ experiences that cannot be
captured through quantitative research (Merriam & Tisdell, 2016). Therefore, a qualitative, case
study method was most appropriate for this study. Qualitative research studies seek to understand
how people interpret experiences and the meaning they attribute to these experiences (Merriam
& Tisdell, 2016). Qualitative studies also allow for the researcher to focus on specific situations
and people (Maxwell, 2013). Moreover, in qualitative studies, the researcher is the primary
instrument for collecting and analyzing data; therefore, assuming the role of a human instrument.
This allows for the researcher to immediately respond and adjust to the participants accordingly
(Merriam & Tisdell, 2016).
Additional characteristics that contribute to qualitative research are the inductive process
and the yielding of rich data. The inductive process includes the collection of data to build
concepts, hypotheses, or theories (Merriam & Tisdell, 2016). Information obtained through
interviews and focus groups was used to identify themes and categories and to form theories and
concepts for the study. The results of qualitative research are also richly descriptive due to the
use of words and pictures to convey the meaning of participants’ experiences (Merriam &
Tisdell, 2016). Therefore, direct quotes from participant interviews and focus groups were used
to support the findings of the study and contribute to its descriptive nature (Merriam & Tisdell,
2016).
SUPPORT SERVICES FOR DISTANCE LEARNERS 54
Site Selection
The study was conducted at West Valley Community College (WVCC), a pseudonym,
located in Southern California. Founded in 1969, WVCC is a 2-year public institution dedicated
to providing students pathways to transfer education, opportunities for occupational training, and
life-long learning. WVCC fosters a diverse learning community dedicated to student success.
The college prides itself on providing quality instruction through a comprehensive curriculum
and academic support services that empower students and promote excellence. WVCC is
accredited through the Western Association of Schools and Colleges, a regional accrediting
agency (Institution Website, 2019).
WVCC offers about 1,000 classes in 12 different academic disciplines, associate degrees
in 41 subjects; 16 certificates of completion, 25 skill certificates, and 23 different transfer
associate degrees. The institution awards more than 1,000 degrees and certificates annually in 39
fields. Each year, WVCC sends more than 300 transfer students to 4-year colleges and
universities. Additionally, many WVCC associate degree and certificate program graduates
begin professional employment immediately after graduation in consumer education, engineering
and industrial technologies, law and health. Moreover, the college has the largest distance
learning program in its college district, offering online/hybrid degree and certificate programs to
students worldwide (Institution Website, 2019).
WVCC has an active student population of nearly 12,000 on-campus, online, and
extension students with 25% attending full time and 75% attending part time. The college
student demographics are such that 45% of students are Hispanic/Latino, 11% are White, 23%
are African American, 5% are Asian, 58% are female, 42% are male, 58% are under the age of
25, and 42% are over the age of 26. WVCC has an overall graduation rate of 16% (150% of
SUPPORT SERVICES FOR DISTANCE LEARNERS 55
time) and transfer rate of 14% each year. Approximately, 55% of students at WVCC enroll in
some distance education courses or enroll in only distance education courses (NCES, 2019).
WVCC has various student support services available to all students, including
admissions and records, financial aid, bookstore services, library services, tutoring, and
counseling services. The counseling department has many programs tailored to assist specific
student groups. The Extended Opportunity Programs and Services (EOPS) counseling area is
designed to serve students facing economic and academic barriers to their education. Similarly,
the Cooperative Agencies Resource for Education program was formulated through the EOPS
program to assist students who are single parents and designated as head of household. Other
counseling programs include the Cooperating Agencies Foster Youth Educational Support
Program, Veterans counseling, Career counseling, the Dream Resource Center for undocumented
students, Disabled Student Programs and Services (DSPS), Athletic counseling, Puente Program,
Black Scholars program, TRiO program for first-generation college students, and online
counseling (Institution Website, 2019).
All of the student support programs were created to assist students throughout their
academic journey and empower them to succeed academically. It is important to highlight that
the online counseling program consist of one full-time counselor. All other programs and
services at WVCC (listed above) do not offer their services online (Institution Website, 2019).
Therefore, students must come to campus to access these services. WVCC was selected for this
study due to the large percentage of students enrolling in distance education courses and the
limited student support services available to students online.
SUPPORT SERVICES FOR DISTANCE LEARNERS 56
Population and Sample
The target population for this study was students who completed at least one year of
college and who were currently enrolled in a minimum of two distance learning courses at
WVCC. This criterion was set because the researcher wanted to ensure that participants were not
new college students (less than one year of college) and that they were active, online students.
This criterion-based selection directly reflects the purpose of the study and could lead to rich
information from the participants (Merriam & Tisdell, 2016). A diverse group of students in
terms of ethnicity, race, socioeconomic status, and gender, was selected to participate in the
study, and the demographics of the sample reflected that of the institution. Fourteen participants
were selected: 10 were interviewed individually and four took part in the focus group interview.
Purposeful sampling was used to select the participants. Purposeful sampling is a non-
randomized process of selecting participants who meet the specific criteria (Johnson &
Christensen, 2008). Purposeful sampling also reflects the average or typical person of interest in
the study (Merriam & Tisdell, 2016) and was used for this study because the researcher wanted
to gain insight and understand the experiences and specific needs of distance learning students
with respect to academic support services (Merriam & Tisdell, 2016).
The sample of participants was also small and convenient. The sample size was
determined based on the optimal number of participants who could be interviewed within the
time frame. The small sample represents the larger population of distance education students.
The study used a convenient sample because participants were selected based on their
availability, willingness to share their experiences, and consent to being recorded (Merriam &
Tisdell, 2016). While convenience sampling “makes no pretense of identifying a representative
subset of a population” (Leedy & Ormrod, 2013, p. 214), paired with criteria-based, purposeful
SUPPORT SERVICES FOR DISTANCE LEARNERS 57
sampling can produce quality information-rich data (Merriam & Tisdell, 2016), which was the
goal of this study.
Instrumentation
A pre-screening survey was emailed to distance learning students who met the provided
criteria of enrollment in two or more online courses and one year of college completed. The
screening survey included 10 questions on demographics in terms of whether they studied full or
part time, their gender and their racial/ethnic background. They also asked about their interview
preference in terms of individual or focus group and their availability. This aided in ensuring that
participants reflected the demographics of the institution and that they were available during the
timeframe of the interviews. The survey was administrated by a staff person at the college, not
the researcher, who had access to online students. Students who received the pre-screening
survey had the option to complete the survey (opting into the study) or disregard the survey
(choosing to not participate in the study). The results of the survey were immediately sent to the
researcher who was responsible for contacting the interested participants and scheduling an
individual or focus group interview. To protect participants’ privacy and confidentiality, the
survey did not request personal information other than their email address. Participants contacted
and selected for the study were asked to provide pseudonyms to be used in place of their names.
Individual and focus group interviews were utilized in this study. Individual interviews
revealed the participants’ personal feelings and views, independent of other people’s position on
the topic. Focus groups are unique in that they are socially constructed and produce information
that cannot be obtained through individual interviews (Merriam & Tisdell, 2016). Focus groups
also allow for individuals with knowledge and, possibly, invested interest on a topic to have a
SUPPORT SERVICES FOR DISTANCE LEARNERS 58
group discussion where participants can share their experiences, hear the views of others, and
modify their perspective based on what they have heard (Merriam & Tisdell, 2016).
Interviews were selected to obtain specific and unique information from the participants
(Merriam & Tisdell, 2016). Interviews seek to identify and understand interviewees’ character
traits, feelings and/or interpretations of their past and present experiences that cannot be
observed (Merriam & Tisdell, 2016). Since this study sought to uncover the online students’
specific academic support needs and whether academic support services had an impact on these
students, interviews were the most appropriate tool for collecting data. Furthermore, based on the
information this study sought to obtain, time constraints and limited resources, interviews may
have been the only way of effectively collecting data (Merriam & Tisdell, 2016).
During semi-structured interviews, the questions were presented in a conversational
format and open-ended (Merriam & Tisdell, 2016). Less-structured interviews consider that each
participant views the world in their own way (Merriam & Tisdell, 2016). This captures distance
learning students’ perceptions, as they may have different backgrounds, experiences, and needs.
Less-structured interviews also create an environment where the participants can feel more
comfortable opening up and sharing their experiences (Merriam & Tisdell, 2016). Open-ended
questions are broader and allow the researcher to actively listen to what the participant is saying,
which enables the researcher to follow paths of dialogue that could potentially lead to rich
contributions (Merriam & Tisdell, 2016). These concepts are contrary to highly structured
interviews, which is why they were not appropriate for this study. Semi-structured interviews,
best fit the needs of this study and generated answers to the research questions.
The interview questions were precomposed and include a mix of semi-structured
questions. However, all questions were used flexibly and in no particular order. This allowed the
SUPPORT SERVICES FOR DISTANCE LEARNERS 59
researcher to respond to specific concerns, statements, or views that the participant had and ask
follow-up questions when necessary (Merriam & Tisdell, 2016). After the interview questions
were created, they were submitted to the dissertation chair for approval. The questions were then
modified based on the dissertation chair’s feedback. The interview questions were tested on a
small group of people to test the validity of the instrument. Further modifications were not
necessary. The study was conducted upon approval from the Institutional Review Broad (IRB).
Data Collection
Once approval from USC’s institutional review board was received, the researcher
contacted the dean of distance education and the online counselor at WVCC to request their
involvement in emailing the pre-survey to online students who match the criteria. In addition to
demographic information, interview preference, and availability, the pre-survey also included the
nature of the study and the compensation provided to all interview participants ($10 gift card).
As responses to the pre-survey came in, the data were reviewed by the researcher to determine
which candidates would be contacted for individual interviews and for the focus group interview.
The researcher contacted the potential participants via email to schedule interviews. At that time
the researcher requested for the participants to provide a pseudonym. This served to protect
participants’ anonymity (Creswell, 2014). The email also included the purpose of the study,
length of the interviews, and a confidentiality statement. Interviews were only scheduled with
participants who were available during the period in which the interviews were held, who agreed
to the length of time for the interview, and who consented to being recorded. The interviews
were conducted in an office or classroom on campus during the day or early evening to ensure
safety, privacy, and convenience for both the participant and the researcher.
SUPPORT SERVICES FOR DISTANCE LEARNERS 60
Interviews began with the researcher introducing herself and thanking the participants for
their willingness to share their experiences. Participants received an interview protocol that
provided a brief description of the purpose of the study, detailed the role of the researcher, and
the role of the participant. Participants were informed that participation in the interview was
voluntary, and they were free to stop the interview at any time or decide not to answer any
question they did not feel comfortable answering. The researcher explained to each participant
that anonymity would be ensured through pseudonyms, confidentiality would be maintained by
storing data and recordings on a password-protected device, and that the recordings would be
transcribed, validated by them and then deleted. Participants were asked to provide verbal
agreement.
Individual interviews ranged from 45 minutes to one hour in length. All questions were
asked once unless the interviewee asked for it to be repeated. Follow-up questions were asked to
clarify participants’ responses. All interviews were recorded on two devices: the researcher’s cell
phone and a portable recorder. During the interviews, the researcher did not take notes but
attentively listened to each participant. This allowed the researcher to be fully engaged in the
conversation, ensuring participants that they had the researcher’s full attention and that what they
shared was important. Recordings were transcribed and reviewed at the conclusion of each
interview.
The focus group interview took on a similar format as the individual interviews.
However, the focus group participants were asked to introduce themselves (using their
pseudonym) in an effort to ease tension and increase feelings of comfortability. The focus group
interview was approximately two hours in length. All questions were asked to the group once
unless asked to repeat. Follow-up questions were also asked when needed. The interview was
SUPPORT SERVICES FOR DISTANCE LEARNERS 61
recorded on the researcher’s cell phone and a portable recorder. The researcher listened
attentively, intentionally not taking notes, and fully engaged in the group discussion. Interview
recordings were also transcribed and reviewed at the conclusion of the interview.
On the day of each interview, the researcher dressed casually to reduce the possibility of
feelings of intimidation and ensure participants felt comfortable opening up and sharing their
experiences. In an effort to not overwhelm the participants with deep, thought provoking
questions too early in the interview, the initial questions were neutral, information-based
questions such as the participants’ awareness of the support programs and services on campus.
Several types of questions were asked to stimulate responses such as experience and behavior,
feelings, opinion and values, and knowledge (Merriam & Tisdell, 2016). Devil’s advocate type
questions were also included to challenge the participants’ position on the topic and consider
opposing views. All questions were designed to clarify whether academic support services
impacted distance learning students and to identify salient online students’ needs.
Data Analysis
Data collection and analysis occurred simultaneously (Merriam & Tisdell, 2016). After
the first interview was completed, the recording was immediately transcribed and reviewed
(Creswell, 2014). The researcher reflected on possible themes and ideas and accounted for
anything that was missed during the first interview (Merriam & Tisdell, 2016). The second
interview was compared to the first; identifying themes and similarities. The subsequent
interviews followed the same format (Merriam & Tisdell, 2016). The comparison of data
continued to inform data collection as analysis began, which also improved the interviews and
resulted in information-rich data (Merriam & Tisdell, 2016).
SUPPORT SERVICES FOR DISTANCE LEARNERS 62
Along with the comparative method that was employed, the researcher also utilized
coding as a method to manage and analyze data. Coding refers to assigning a code or labeling
parts of the data for easy retrieval (Merriam & Tisdell, 2016). Coding was useful in categorizing
important themes (Maxwell, 2013; Merriam & Tisdell, 2016). The researcher began with open
coding to identify key terms and statements repeatedly used, patterns and themes in each
interview and assigning a codes to each section (Merriam & Tisdell, 2016). After reflection and
interpretation, the codes were grouped in axial coding. The data were then designated into
categories and subcategories and given titles according to the content. Next, the researcher
engaged in theorizing, which involves identifying significant relationships and connections
among categories (Merriam & Tisdell, 2016). Lastly, specific codes were selected to represent
key concepts from the data (Creswell, 2014).
Validity
Ensuring validity in qualitative research involves administering the study in an ethical
fashion (Merriam & Tisdell, 2016). To ensure the credibility and trustworthiness of the study, the
researcher engaged in triangulation, member checks, and analysis of rich descriptive data
(Maxwell, 2013; Merriam & Tisdell, 2016). Triangulation occurred through two forms of
interviews: individual and focus group. Data from all interviews were compared and cross-
checked to support findings (Merriam & Tisdell, 2016). Member checks were used to avoid the
possibility of misinterpreting what the participants verbally express and their perspective on the
subject. Participants were emailed their interview transcription and asked to confirm that the
findings were accurate or provide additional feedback (Creswell, 2014). Additionally, the
researcher presented original data that is plausible and employed highly descriptive data to
describe the setting, participant selection criteria, and the findings of the study. This allows the
SUPPORT SERVICES FOR DISTANCE LEARNERS 63
readers to determine its usefulness and enhance the transferability of the study (Merriam &
Tisdell, 2016).
Role of the Researcher
The primary role of the researcher is to understand the experiences of distance learning
students and their salient needs as it pertains to academic support services. The researchers
training and experience has prepared her for such a task. She has served as an educator for the
past 10 years, and five of those years were solely dedicated to the area of student services in the
role of counselor at various community colleges. She has worked in multiple areas of counseling,
affording her the opportunity to work with diverse student populations. The researcher’s most
compelling role was serving as an online counselor. She felt a personal obligation to provide
counseling services to these students after discovering there was a need. She was instrumental in
launching an online counseling program at a community college prior to her departure. Since
then, she has been committed to ensuring academic support services are rendered to online
students to increase their academic success.
Although the researcher’s experience, knowledge, and understanding of the subject
matter can serve as an asset to the study, it also poses a potential bias. She firmly believes that
academic support services can increase students’ academic success. The researcher has also
worked at institutions that fail to offer support services online. Rather than avoiding or trying to
eliminate these subjectivities, it is important to be mindful of theses biases and monitor them
(Merriam & Tisdell, 2016). The researcher understood that her personal views could not be
imposed on the participants and that she had to maintain objectivity.
SUPPORT SERVICES FOR DISTANCE LEARNERS 64
Conclusion
This chapter provided details and explanations on the chosen methodology approach for
this study. The research questions were provided along with information detailing how
participants were recruited and selected as well as the methods for data collection and analysis.
Additionally, the researcher identified the role as the researcher and personal biases related to the
study. Chapter Four will present the data that was collected and discuss findings for this study.
SUPPORT SERVICES FOR DISTANCE LEARNERS 65
CHAPTER FOUR: PRESENTATION OF DATA AND FINDINGS
This chapter presents the data collected through individual and focus group interviews
with currently enrolled online students at WVCC. This chapter provides a review of the study’s
purpose and research questions. Additionally, an overview of student participants will be
provided, which includes information on the participant’s experience with online support
services and their general perspective regarding the salient needs of the online student
population. The study findings are outlined in this chapter through the description of four
themes: connection to college community, knowledge of support services, experience with using
support services, and usefulness of support services. Additionally, findings related to essential
support services for online students will be discussed.
The purpose of this study was to understand the experiences of community college
distance learning students regarding academic support services and whether these services affect
their academic success to answer the research questions:
1. What are the experiences of online, community college students with respect to academic
support services?
a. How do these services contribute to academic success, if at all?
2. What kinds of academic support services are needed for online community college
students?
Summary of Participants
Twenty-five participants responded to the pre-screening survey. The researcher was able
to secure fourteen participants for the research study. Ten participants were selected for
individual interviews, and four took part in one focus group interview. Although the goal for the
focus group was to have six to eight participants, the researcher had difficulty getting
SUPPORT SERVICES FOR DISTANCE LEARNERS 66
participants to agree to participate in the focus group interview. Therefore, the responses
obtained in the focus group interview were very thin. The research was willing to request
additional emails to be sent out to recruit more participants if data saturation was not met.
However, data saturation was met, therefore, additional participants were not necessary. To
maintain confidentiality, all participants provided a pseudonym to identify themselves. The
criteria to participate in the study were that individuals have completed at least one year of
college and be currently enrolled in a minimum of two distance learning courses at WVCC.
The selection process consisted of a pre-screening survey emailed to distance learning
students who met the criteria. The Dean of Distance Learning and the Online Counselor at the
institution sent out the email. Therefore, the researcher did not know the actual size of the
population who received the recruitment email and survey. The survey sought to confirm
eligibility and willingness to participate in the study and included questions on demographics,
interview preference, and availability. The sample was a diverse group of students whose
demographics reflected those of WVCC. Table 2 and the graphs below illustrate interviewees’
demographic information.
Table 2
Participant Demographics
Name Interview
Type
Gender Age Range Race/Ethnicity Enrollment
Status
Completed
Online
Courses
Kira Individual Female Below 25 African
American and
Latinx
FT 1
Jessica Individual Female Below 25 African
American
PT 8
Bobby Individual Male Above 25 African
American
PT 3
Michelle Individual Female Below 25 Asian PT 5
Donald Individual Male Below 25 Asian FT 5
Janet Individual Female Above 25 White FT 3
SUPPORT SERVICES FOR DISTANCE LEARNERS 67
Randy Individual Male Below 25 Latinx PT 1
Denise Individual Female Below 25 Latinx FT 5
Pearl Individual Female Below 25 Latinx FT 4
Annette Individual Female Below 25 Latinx FT 2
John Focus
Group
Male Below 25 Latinx FT 3
Larry Focus
Group
Male Below 25 African
American
FT 3
Samantha Focus
Group
Female Below 25 Latinx FT 1
Ethan Focus
Group
Male Below 25 White FT 6
Figure 3. Participants’ gender distribution.
57.1, 57%
42.9, 43%
GENDER
Female Male
SUPPORT SERVICES FOR DISTANCE LEARNERS 68
Figure 4. Participants’ age range.
Figure 5. Participants’ enrollment status.
85.7, 86%
14.3, 14%
AGE RANGE
Less than 25 years 25 or older
71%
29%
ENROLLMENT STATUS
Full time Part time
SUPPORT SERVICES FOR DISTANCE LEARNERS 69
Figure 6. Participants’ racial/ethnic background.
After the participants completed the pre-screening survey, purposeful, convenient
sampling was used to determine who would be contacted to schedule a 45-minute to one-hour
individual interview or a 1- to 2-hour focus group interview.
Participant Profiles
Kira was a full-time student studying to become an accountant. She worked in a tax
accounting office but desired to work in production accounting in the future. She was a first-
generation college student whose parents are immigrants. Kira’s decision to take online courses
was due to her demanding work schedule. She found online courses allowed her to work towards
earning her degree while maintaining employment.
Jessica was a part-time student studying public health with hopes of eventually obtaining
a career in politics. Originally from Belize, she had a sincere desire to make health a priority in
her country. She witnessed the decline in health amongst people in her country and the “terrible
healthcare system,” and she wanted to be a change agent. Jessica did not have access to
22%
43%
14%
14%
7%
RACIAL/ETHNIC BACKGROUND
African American Latinx Caucasian Asian American Multiracial
SUPPORT SERVICES FOR DISTANCE LEARNERS 70
transportation which is why she chose to enroll in online courses. She stated, “online courses
eliminate the stress associated with having to secure transportation in order to learn.”
Bobby was a part-time student taking a few courses through the online program. He
earned a bachelor’s degree in English and was working as a substitute teacher. Bobby was taking
the prerequisite courses required for the graduate program that he was preparing to apply to. He
believed that taking online courses would ultimately prepare him for the online graduate program
that he will be engaging in.
Michelle was a part-time student studying psychology. Michelle worked at a local
Starbucks and as a student worker in the counseling department at WVCC. Michelle’s decision
to take online classes was due to her demanding daily schedule as a mom, wife, and employee.
Taking online classes allowed her to meet the demands of her daily life while obtaining her
education.
Donald was a full-time student majoring in sociology. Donald had an interest in research,
analytical research, or research analysis. Donald decided to attend college because he wanted to
pursue sociology and take voice acting courses. Donald originally began taking online courses
because the on-campus courses he needed were full on the days and times that worked best with
his schedule. Therefore, the only option he had at that time was to complete online courses. He
continued taking online courses because he found them to be very convenient.
Janet was a communications major. Janet moved from Oregon to California due to her
partner’s graduate studies program. Janet was interested in studying communications for social
change or communications involving environmental change. Janet decided to take online courses
because she lived 1½-2 hours away from campus.
SUPPORT SERVICES FOR DISTANCE LEARNERS 71
Randy was a part-time student majoring in psychology and religion. Randy worked as a
public service worker in the department of parks and recreation. After earning his associate
degree, he planned to apply for the Los Angeles Police Department and work as an officer for a
few years before becoming an FBI agent. Randy decided to take online courses because they
provided the flexibility he needed.
Denise was a full-time student majoring in psychology with hopes of one day becoming a
social worker. Denise was motivated to attend college because she did not want to struggle
financially like her parents. Additionally, she wanted to be able to support her family because
she appreciates all of the sacrifices they made for her. Denise was forced to enroll in online
courses because she had to care for her little brother while her parents worked and was,
therefore, unable to attend class in person.
Pearl was a full-time student double majoring in studio arts and accounting. Pearl loved
art and had dreams of becoming a cartoonist or creating comic books. She decided to major in
accounting as a backup plan in the event that her art career did not produce a suitable living
income. Pearl decided to enroll in online courses because the on-campus courses she wanted to
take conflicted with each other. Therefore, she had to enroll in some courses online.
Annette was a communications studies major studying full time. Annette’s career
aspiration was to become a paralegal for immigration law. Annette knew she must attend college
and obtain the degrees/certifications to accomplish her career goals. Annette was prompted to
enroll in online courses due to her demanding work schedule.
John was a full-time student majoring in computer science. He planned to use his
computer science degree to obtain a career in game development. John decided to attend college
because he wanted to establish a better life for himself and he believed that earning a college
SUPPORT SERVICES FOR DISTANCE LEARNERS 72
degree would increase his chances of doing so. John decided to enroll in online courses because
they were convenient for his schedule and because he did not want to commute to school each
day.
Larry was enrolled in a science technology engineering, and mathematics program.
However, he had not decided on a major. Larry’s family expected him to earn a college degree,
and that influenced his decision to enroll in college. He decided to take online courses due to
their convenience and flexibility.
Samantha was a film major studying full time. She planned to work in a TV or film
production studio one day. Samantha was inspired to attend college by her parents who were not
able to finish college due to starting a family. Samantha took online courses because they were
convenient and allow her to be available to assist her family when needed.
Ethan was studying biology and had plans to transfer to a university where he could earn
his degree in marine biology. His goal was to become a marine biologist. He worked as a tour
specialist at a local aquarium while working towards his degree. Ethan decided to complete his
general education courses online so he could spend more time in the science lab receiving help
with his science-based courses.
Emerging Themes
Data obtained from participants through individual and focus group interviews were
analyzed to address the research questions. Four themes emerged from participants’ responses:
connection to college community, knowledge of support services, experience with using support
services, and usefulness of support services. The first theme addresses the participants
relationship with the college environment. The other three themes directly relate to the
experiences that online students had with academic support services and the role these services
SUPPORT SERVICES FOR DISTANCE LEARNERS 73
played in their academic success, if any. Additionally, findings related to essential support
services for online students will be provided.
Theme 1: Connection to College Community
There were various responses regarding online students’ connection to the college
community. Some participants agreed that online students are not connected to the college
community while others believed that online students still held such a connection but not at the
level as on-campus students. Michelle believed that online students were disconnected due to
their lack of presence on campus:
I do not feel that they are connected to the campus because they mostly do not go on
campus, if so, it’s in and out to do something very specific because there isn’t an online
option- or if someone doesn’t respond to an email or answer the phone, you’re forced to
go on-campus.
Janet and Annette both shared a similar response. Janet stated,
I don’t think they really are. You don’t really know about events going on on campus.
The only time I know something’s going on is if I’m actually in the quad and they’re
having some sort of party or celebration. But you don’t really see that on the webpage. I
mean, you’d have to go searching for it [events], but I have no idea how to find them.
Sometimes they’re events on campus and I’m like, “Well, if I would’ve known, I
would’ve gotten a free box of groceries.”
Annette agreed and said,
No, I don’t think so because, if you’re not physically coming here, there’s no way for you
to... Like, let’s say clubs and stuff, there’s no way for you to join anything or be
connected in the school or learn about events if you’re just logging onto Canvas to do
SUPPORT SERVICES FOR DISTANCE LEARNERS 74
your assignment, logging off, getting on with your day. You’re not participating in
anything on the campus.
Donald, Jessica, and a focus group participant believed that instructors play a vital role in
ensuring that online students feel connected to the campus. Donald stated,
They’re definitely not as connected as students that go to the school physically. That
really depends on the environment of the online class. Say, if the professor is actively
engaging with their students, or the other students are actively engaging amongst
themselves, then there is a connection to the school that way. Outside of that, giving
readings and assignments is just an online class. So, the only interaction with the school
at that point would be the assignment itself, which doesn’t make it feel like a school.
Jessica mentioned,
Online students are connected to the college through their instructors. In my experience
my instructors informed me about different campus activities or services being offered. If
instructors do their part by informing the online students of various activities, then it’s
quite possible for them to still feel connected to the college campus.
The focus group participant added,
Yeah. I definitely think online students are connected to the college. Especially in my
case because my instructor enforces participation and class discussions. She’ll [the
professor] ask us questions and then we’ll write about it, and they’re public to the rest of
the students. And one of the things she encourages is to respond to at least one person. I
know like for most of the online classes I took, the discussions are part of your grade so
you kind of have to socialize with other students online. This helps with being connected
SUPPORT SERVICES FOR DISTANCE LEARNERS 75
to the college and other online students, although I feel like there is a certain disconnect
between on-campus students and online students.
Kira believed that feeling connected to the college community rested in the hands of the students
and Randy believed that online students are still connected to the college community, although at
a lower rate. The data illustrates that the participants had mixed feelings about online students’
connection to the college community. This is important in understanding online students’
knowledge and experience with utilizing support programs.
Theme 2: Knowledge of Support Services
The participants identified various campus support services available to them. Many of
the participants acknowledged tutoring as being the only support service accessible online.
Donald and Randy recalled utilizing the library, financial aid office, tutoring services,
counselors, professors, and peers as supportive resources. Jessica mentioned she utilized these
services and more:
I’m aware of the business office to make payments, the veterans office for veteran
students who are using their benefits, admissions, tutoring services, the library, science
labs, counseling office, financial aid, and the Career Center. …However, no services are
offered online expect for tutoring.
Kira described her use of online tutoring services:
I use the online tutoring that’s available through Canvas. There’s a pop-up window for
online tutoring every time you log into Canvas. I have also used counseling services but
only in person. I don’t think counseling is offered online at WVCC.
SUPPORT SERVICES FOR DISTANCE LEARNERS 76
Three focus group participants acknowledged online tutoring and instructor’s office hours as
support services that they have utilized. The data indicated that many students utilized the same
resources. Participants did not report awareness of any additional support services online.
Theme 3: Experience with Using Support Services
All of the participants acknowledged using some form of campus support program or
service. Eleven participants said they used counseling services, 13 study participants reported
using admissions services, and 10 participants used other campus support programs and
resources such as financial aid, tutoring, career center, writing center, veterans office and the
bookstore.
Table 3 illustrates participants’ responses regarding counseling services. The data
revealed that of the 11 participants who utilized counseling services, nine reported the service to
be useful. One participant utilized this service in the online modality, and seven found their
method of accessing this service convenient. Table 4 illustrates participants’ responses regarding
admissions services. All 13 participants who utilized admissions services found them to be
useful. Although all participants utilized admission services on campus, only eight found this
method to be convenient.
Table 3
Participant Responses: Counseling Services
Name Have you
utilized
counseling
services?
If so, was it
helpful?
If so, what
modality?
Was this method
convenient for
you?
Kira Yes Yes In person Yes
Jessica Yes Yes In person No
Bobby Yes Yes Internet Yes
Michelle Yes Yes In person Yes
Donald Yes Yes In person Yes
Janet Yes No In person No
SUPPORT SERVICES FOR DISTANCE LEARNERS 77
Randy No N/A N/A N/A
Denise Yes Yes In person No
Pearl Yes No In person No
Annette No N/A N/A N/A
John (FG) Yes Yes In person Yes
Larry (FG) Yes Yes In person Yes
Samantha (FG) Yes Yes In person Yes
Ethan (FG) No N/A N/A N/A
Table 4
Participant Responses: Admissions Services
Name Have you
utilized
admissions
services?
If so, was it
helpful?
If so, what
modality?
Was this method
convenient for
you?
Kira Yes Yes In person No
Jessica Yes Yes In person No
Bobby Yes Yes In person Yes
Michelle Yes Yes In person No
Donald Yes Yes In person Yes
Janet Yes Yes In person Yes
Randy Yes Yes In person No
Denise Yes Yes In person Yes
Pearl Yes Yes In person Yes
Annette Yes Yes In person No
John (FG) Yes Yes In person Yes
Larry (FG) Yes Yes In person Yes
Samantha (FG) No N/A N/A N/A
Ethan (FG) Yes Yes In person Yes
Table 5 illustrates participants’ responses regarding additional campus support programs
they utilized. Ten participants reported using various campus support services including tutoring,
financial aid, the career center, welcome center, veteran’s services, and bookstore services. All of
participants accessed these additional services in person and six participants utilized online
tutoring services. All participants found these services to be helpful. All reported online tutoring
services as being convenient to access. However, only two participants reported the other support
services as being convenient to access.
SUPPORT SERVICES FOR DISTANCE LEARNERS 78
Table 5
Participant Responses: Other Support Services
Name Have you
utilized Other
campus
support
services?
If so, which
services
(tutoring,
library,
bookstore,
etc.)?
If so, was it
helpful?
If so, what
modality?
Was this
method
convenient for
you?
Kira Yes Tutoring,
bookstore,
financial aid
Yes In
person/online
Yes-tutoring
No other
services
Jessica Yes Tutoring, FA,
science lab,
library, career
center, business
office, veterans
office
Yes In person/
online
No
Bobby No N/A N/A N/A N/A
Michelle Yes Financial Aid,
Business office,
Library
Yes In person No
Donald Yes Library,
financial aid,
tutoring center
Yes In person Yes
Janet Yes Financial aid,
writing center,
tutoring
Yes/No In person/
online
Yes: tutoring
No other
services
Randy Yes Financial aid,
welcome center
Yes In person No
Denise Yes Financial aid Yes In-person No
Pearl No N/A N/A N/A N/A
Annette No N/A N/A N/A N/A
John (FG) Yes Library,
tutoring
Yes In person/
online
Yes
Larry (FG) Yes Financial aid,
tutoring
Yes In person/
online
No
Samantha
(FG)
Yes Financial aid,
tutoring
Yes In person/
online
No
Ethan (FG) No N/A N/A N/A N/A
The majority of the participants utilized on-campus resources as opposed to online
resources. Admissions were the most utilized support service and both tutoring and admissions
SUPPORT SERVICES FOR DISTANCE LEARNERS 79
were the most helpful; however, all of the participants found the additional support services to be
inconvenient to access.
Theme 4: Usefulness of Support Services
There were varied responses from participants when asked about the usefulness of
support services in their academic advancement. Nine participants found counseling services to
be useful. All other support programs and services were found to be useful by the participants
who accessed them. Kira described her experience with multiple services:
The most useful support programs were tutoring and counseling services. Tutoring was
offered online 24 hours per day and seven days per week. Counseling was helpful, but I
had to find time in my schedule to make an appointment. Admissions never picks up the
phone when I call in to ask questions, and, when I come in person, I have to wait an
extended amount of time before receiving assistance. They [admissions] should offer
online services or at least pick up the phone when students call. The bookstore offers
online ordering and delivery services, but I had a horrible experience with them sending
me the wrong book, so I do not trust using their online service. I prefer to physically
come to campus to get my books, so I can make sure they are the correct books. Overall,
I feel like the campus support programs have helped me be a successful student.
Jessica provided this perspective as a student without reliable transportation:
I’m unaware of any services offered online other than tutoring and the business office to
make payments. All of the support services are useful but quite inconvenient because I
always have to secure transportation in order to utilize the services.
Four interview participants did not view counseling support services and the online tutoring
service as contributing to their academic success. Bobby, stated “No not really. The counselor
SUPPORT SERVICES FOR DISTANCE LEARNERS 80
did answer my questions, but I don’t believe that it helped me with successfully passing my
classes.” Similarly, Michelle stated, “Not necessarily, it just helped me ensure I was taking the
appropriate classes for my major.” Janet and Randy also expressed online tutoring and
counseling services did not contribute to their academic success. Janet said,
I would say no. I only know about the NetTutor where you can go online and have them
look at something beforehand, but you have to come up with a question and everything.
They can’t review your whole paper or whatnot, but you have to be very specific at what
you want them to look at. I struggle with my citations. So, I always kind of ask them to
look at that before I turn in a paper. They normally get back to you within 24 to 48 hours.
It’s not really that helpful because you’re doing it on the computer, so you don’t get that
face to face interaction and then by the time you’ve submitted your question, then you
have to wait for your response. It’s better to go to the writing center, the writing lab, and
talk to the gentleman in there and get your questions answered immediately.
Randy offered,
I don’t know if they necessarily helped with my academic success, but I do think that
they boosted my confidence in helping me feel that it was okay to be here [in college].
Like it wasn’t going to be a big issue and it wasn’t the end of the world, and so that
confidence helped me do better in class. I think that maybe not directly, but they did help
me in academic success.
One focus group participant found tutoring to be useful in supporting academic success.
Yeah. Tutoring has been very helpful. The online tutoring gives that extra help just to
make sure you get the concept. But if you want good tutoring, then you’re going to want
to have someone in person. I learn when I see the pen move, and I see my instructor
SUPPORT SERVICES FOR DISTANCE LEARNERS 81
doing it. So, I want that person contact. But I would definitely, 100%, 1,000% fail out if I
didn’t have tutoring.
These data show that, while most participants found support programs to be useful, the
majority did not view them as contributing to their overall academic success. However, one
focus group participant acknowledged the benefits of the online tutoring services in their
academic progress. These reflections offer insight into the participants’ feelings and unique
perceptions regarding the usefulness and benefits of support services.
Additional Findings
There were additional findings related to essential support services for distance learning
students. The participants offered creative and innovative ideas for services to support their
educational success.
Essential Support Services for Online Students
All participants agreed that support services should be offered online to benefit those
students who could not access on-campus services and for those students who preferred to access
online services. Both Kira and Jessica had similar ideas of having a central location on the LMS
that housed all online support services. Kira stated,
Having one platform where an online student can go before their online class starts would
be great. Online students could go into this platform and be able to see things like
counseling services, academic support services, financial support services, tutoring, and
other services available all online. They’re all on this one website, should you need help
with anything. You know, before you start your online class, like, here’s everything that
you need to know that way when you go into your online class you’re ready.
SUPPORT SERVICES FOR DISTANCE LEARNERS 82
Jessica added,
There could be like an online hub, like a little one stop shop, where there’s like people
from financial aid, counseling, tutoring, all other support services to assist students
around the clock. Students should be able to upload documents or take a picture of them
with their phones, similar to the banking system, and securely send them to the
appropriate person and get the assistance they need instead of having to come all the way
to campus for help.
Donald expressed the need for an electronic reminder system to assist online students with
remembering when course assignments and exams were due:
Okay, so, it’s a lot of a reach, but the perfect support would be, let’s say an AI [artificial
intelligence] that reminds students and is active with them while they’re in their online
course. So, like in Microsoft Word, the little paper clip that was always at the bottom that
was annoying you about stuff, maybe a little AI like that, that’s constantly at the bottom
corner of the screen that has like an open question bar just in case students’ have
questions. It could also have reminders for students on there. Just an interactive unit. This
would be a lot more helpful or would assist more students.
Janet expressed the need for immediate and live online assistance and the need for online
financial aid assistance:
There could be a pop-up box where you could type a question and then a person responds
right back to you, whether it’s your professor or a teacher assistant for them. Or they
could be available between certain hours for immediate assistance. Like, they would
guarantee that you could get ahold of them between noon and 5:00 every day. I think that
SUPPORT SERVICES FOR DISTANCE LEARNERS 83
would be beneficial. It’d be nice if you could also do the financial aid, all that stuff
online. Or they would at least respond to your questions about paperwork online.
A focus group participant highlighted what professors could do to assist online students:
I don’t know if they do it here, but I have heard of colleges where the professors record
their lectures. And they post it online for students to watch. I think that would be perfect
and help to all online students.
These data demonstrate a need for online support programs and services. While the ideas are
radical and “outside the box,” they provide insight into online students’ salient support needs.
Implementing programs such as these may benefit these students.
Conclusion
Understanding the ways in which to appropriately support online community college
students is imperative. Distance education enrollment continues to rise, and CCCs are leading the
way. This continuous growth will lead to an increase in the number of online students. This study
focused on a small population of online students at WVCC and sought to explore their
experiences and salient needs as it pertained to academic support services. Four themes emerged
from the interviews: connection to college community, knowledge of support services,
experience with using support services, and usefulness of support services. Additional findings
included information pertaining to essential support services for online students. The evidence
presented in the study shows online support programs are not being offered at the same level as
on-campus programs. While most participants found support services to be helpful, many did not
align these services with contributing to their overall academic success. Furthermore, many of
them found some services to be inconvenient to access due to the lack of online accessibility.
Several participants referenced the need for additional online support programs for distance
SUPPORT SERVICES FOR DISTANCE LEARNERS 84
learning students. This study supports the findings of La Padula (2003) that student support
programs for distance learners often lack availability, quality, and convenience.
The next chapter will address the research questions in relation to the data, present
recommendations, implications for practice and opportunities for future research.
SUPPORT SERVICES FOR DISTANCE LEARNERS 85
CHAPTER FIVE: DISCUSSION AND IMPLICATIONS
This study examined the unique experiences of the online student population with respect
to academic support services at WVCC. This study also sought to understand academic support
services’ contribution to these students’ academic success. The experiences expressed from
participants are important in understanding their salient needs and in structuring support services
tailored to these needs.
This study is significant because the experiences that the online student population had
with academic support services at WVCC had not yet been analyzed. Furthermore, the
testimonies captured from online students speak to the significance of this research. The findings
revealed many on-campus support programs are not offered in the online modality, creating a
barrier to access for participants. This lack of access affects overall academic success and
achievement for online students.
The purpose of this chapter is to address the issues outlined in Chapter One and respond
to the research questions using the social capital theory theoretical framework as my lens to
connect to the data. Implications for practice and recommendations will also be presented.
Discussion of Findings
This section responds to the research questions that guided this study: What are the
experiences of online, community college students with respect to academic support services?
This study found participants’ experiences with academic support services was limited, and the
little interaction they did have was primarily with offices on-campus, and not online. Multiple
participants said they utilized counseling services to identify the courses they needed to complete
to transfer and earn an associate degree. Participants utilized tutoring services for additional
support with challenging courses. Financial aid was also a commonly used service for financial
SUPPORT SERVICES FOR DISTANCE LEARNERS 86
support for tuition and school supplies. Many participants also found their instructors to be a
good source of support both with their coursework and with navigating through the educational
process. Although some services such as tutoring, the business office, and general counseling
were accessible online, many participants expressed their concern with the lack of immediate
response times when utilizing tutoring services and other participants were unaware that
counseling services were even offered online.
Results from this study support the research of LaPadula (2003), Rinear (2003), and
Smith (2005) which found that institutions of higher education fail to demonstrate a commitment
to offer a complete array of online support services that are time and location independent.
LaPadula (2003) added that student support programs for distance learners lack availability,
quality, and convenience. The data from this study reflect the inequality of online support
programs and services for distance learning students. Many participants utilized on-campus
services because there was no online option available or simply because they were unaware of
online services, which demonstrates a failure by the institutions to market these programs and
services. Although many participants appreciated the tutoring service, they expressed concern
over the delay in response times and displeasure in its overall delivery or structure. This
reaffirms LaPadula’s (2003) findings that, although students expressed satisfaction with the
existing services, they also expressed a need for additional quality services.
Contributions to Academic Success
Although participants utilized various support services, many did not connect these
services with their overall academic success. When responding, the participants reflected on
success in their individual courses as opposed to responding from a holistic perspective.
Participants said counselors helped them find the appropriate courses and helped to boost their
SUPPORT SERVICES FOR DISTANCE LEARNERS 87
confidence, but they failed to view this support as contributing to their overall academic goal
attainment. They did not consider how the lack of these services may affect their progression.
However, participants marveled over the tutoring services they received, specifically the
on-campus tutoring services, claiming it was beneficial to their academic progress. This supports
Dirr’s (1999) findings that support programs offer solutions in challenging situations, assist
students during their transition to college, and aid in their personal and intellectual growth.
Furthermore, these findings align with the research of Bettinger et al. (2013), Collins and Sims
(2006), and Gribbons and Dixon (2001) which found that students who utilize support services
are more likely to complete their degree than those who do not.
Academic Support Services Online CC Students Need
This study found online students need quality, accessible online support services.
Specifically, participants expressed the need for online financial aid, admissions, and counseling
services to send and receive documents and communicate with support staff without having to
come to campus. They also voiced the need for quality online tutoring services that included
video conversations as opposed to utilizing an online chat window for question and answer
inquires. Participants also wanted their instructors to have designated online office hours where
they can speak through video-conferencing or email inquiries and receive immediate responses.
The participants expressed a strong desire to have access to the same support that is extended to
on-campus students, but tailored to meet their specific needs. The suggested support strategies
made by participants aligned with Lorenzetti’s (2006) belief that, for educational institutions to
provide adequate and effective support services to distance learners, they must commit to
changing the entire college’s infrastructure. This involves a commitment of colleges and
SUPPORT SERVICES FOR DISTANCE LEARNERS 88
universities to intense planning, program visibility, technology evaluation, and continuous
assessment of student needs (McCracken, 2002).
Social Capital and Community College Support Services
This section examines the data through the framework of social capital theory. Social
capital is defined as having connections to networks and key institutional agents that can provide
access to support and resources that lead to goal achievement (Stanton-Salazar, 2004; Yosso,
2005). Rowan-Kenyon, Bell, and Perna, (2008) stated that social capital includes the sharing of
information and building networks required for post-secondary educational attainment. Many
challenges faced by online students at community colleges may be a result of the lack of access
to adequate support programs and services. In this section, findings from both individual and
focus group interviews from online students at WVCC are connected to the theoretical
framework.
Most of the participants mentioned tutoring has been the only support resource accessible
online. Only one participant was aware that counseling services were available and accessible
online. The findings show participants have little to no access to online support programs and
services, which limits their ability to build social capital. Although a few support services were
offered online, participants found the on-campus services to be more valuable and effective.
Additionally, many on-campus programs and services are not offered online, which forces
students to come to campus for their support needs or do without. Without access to key
intuitional stakeholders, online students are at a disadvantage in building social capital and
obtaining necessary resources. Educational institutions cannot have a reasonable expectation for
online students to succeed academically if they do not provide them the resources to do so.
SUPPORT SERVICES FOR DISTANCE LEARNERS 89
Stanton-Salazar (1997) identified seven forms of institutional support as funds of
knowledge that agents offer to increase social integration and academic success: institutional
sanctioned discourses, academic task-specific knowledge, organizational/bureaucratic funds of
knowledge, network development, technical funds of knowledge, knowledge of labor and
educational markets, and problem-solving knowledge. Participants in this study primarily
depended upon their instructors for institutional support and knowledge. They believed that their
instructors were responsible for ensuring that they understood the course material, knew how to
access additional support if needed, and to inform them about navigating the educational process.
Michelle and Randy discussed their instructors’ helpfulness. Michelle stated,
Professors are the only direct line of support I have, and I’ve always been sure to make
sure I chat/email them if I ever run into any questions or concerns. If it is not related to
the class, they have been able to direct me in the right direction for appropriate
assistance.
Randy mentioned,
I had one professor last term or over the summer, who encouraged me to find out or to
uncover a lot of relationships between the department staff. And to make sure that I take
the time to get to know them, so that they can help me get to where I want to go. So, he
encouraged me a lot to just get along with other professors, get along with other students
and staff on campus.
This is a burden on instructors and may be unsustainable. Instructors cannot be the only
institutional agents accessible to online students, and the student affairs division may be able to
relieve instructors from that burden (Long, 2012). Furthermore, instructors may not have
knowledge of the overall educational process to assist students.
SUPPORT SERVICES FOR DISTANCE LEARNERS 90
The results showed that participants were limited in their ability to gain social capital
from support services. Putnam et al. (1993) stated social capital is a public good that benefits all
parties in the social structure or network. Patton, Renn, Guido, and Quaye (2016) added that the
value of social capital depends on the extent of one’s network and utilization of their
membership to accumulate resources. Distance learning students are left out of this social
structure or network and are unable to benefit from this public good. Access is the issue. Online
students need access to networks or institutional agents online, so they can obtain greater
resources to secure their academic success.
Recommendations
This section offers recommendations for administrators, instructors, and student services
professionals to create quality, accessible and inclusive academic support programs to better
serve distance learning community college students.
Recommendation One
The first recommendation is that administrators ensure that all campus support services
are offered in the online modality and accessible to distance learning students. Most of the
research participants mentioned counseling and tutoring as the only online support programs
available at the institution. WVCC offers various support programs and services such as
CalWorks, Career Center, DSPS, Dream Resource Center, Financial Aid, and EOP&S that
online students do not have access to unless they come to campus. These programs benefit
students by ensuring they are academically prepared and have the resources to succeed
academically. The institution is doing a disservice to online students by not providing them
access to these and other resources available to on-campus students. Making these services
SUPPORT SERVICES FOR DISTANCE LEARNERS 91
accessible via online will ensure distance learning students benefit from them and become aware
of how support services contribute to their academic success.
When making these programs and services accessible to online students, the institution
needs to ensure these are not simply modified in modality but structured to meet online students’
needs. The institution should identify the time of day the online portal is most often accessed and
ensure support staff is available to assist students during that timeframe. Additionally, the
institution should survey these students to identify their specific support needs and reframe or
create programs and services to support them.
Recommendation Two
The second recommendation is that administrators and student services professionals
create an online platform where distance learning students can access online support programs
and services. Multiple participants expressed the need for a central location to access online
support services. As opposed to having to go to various websites, students should be able to
access support services through the student information system (SIS) portal in the same way they
can access their online courses. When students log into the SIS portal, there should be a tab on
the home page that directs students to all online support programs. When students select the
desired service, information regarding that service, live chat hours, and campus location should
be provided. This platform will benefit online students and possibly increase their academic
success. Figures 7, 8, and 9 illustrates the potential support services pages on the SIS portal.
SUPPORT SERVICES FOR DISTANCE LEARNERS 92
Figure 7. SIS portal homepage.
Figure 8. SIS Portal - Support programs/services homepage.
Student Support
Programs/Services
Online Courses
Student Educational
Plan
Transcript Report
Student Homepage
Counseling
Appointment
Live Chat
Disable Student
Program
EOP&S
Support Programs/Services
Financial Aid
Career Center
SUPPORT SERVICES FOR DISTANCE LEARNERS 93
Figure 9. SIS portal – Extended Opportunity Programs/Services homepage.
Recommendation 3
The third recommendation is for the institution, instructors, and student services
professionals to increase advertisement and actively promote student support programs and
services. Currently, the institution’s main platform for advertisement is its website. Although this
does advertise support programs, many participants mentioned it was challenging to navigate the
site to find information about them. The institution should explore avenues to market and
promote these services, such as social media platforms, pop-up advertisements on the SIS portal,
classroom visits by student services professionals, and recorded promotion messages or videos
on the SIS portal for distance learning students. Additionally, support program information
About
The EOP&S
program serves
students who are
educationally
and/or
economically
disadvantaged.
Location: Student
Services Building
Rm: 100
Counseling
Appointment
Hours
Monday-Friday
8am-7pm
Saturday
10am-7pm
Extended Opportunity
Programs and Services
Live Chat
Hours
Monday-
Friday 3pm-
11pm
Saturday
12pm-10pm
Click to Schedule
Appointment
Live Chat Now
SUPPORT SERVICES FOR DISTANCE LEARNERS 94
should be embedded in online student orientation. These avenues will increase awareness and
use of support services to promote academic success.
Implications
Findings from this study may be used to inform the practices of student support
professionals, instructors, and administrators to better serve the online student population. By
understanding the viewpoints and experiences of these students, institutional agents can identify
their salient needs and modify or create programs and services design to specifically support and
serve online students and ultimately ensure their educational progression and success. This study
also seeks to inform policy makers on how the lack of online support programs and services can
be a barrier to online students’ success. Policy makers need to ensure that they consider these
students when making decisions regarding support programs and services to provide them
adequate, equitable, and quality support services. This study sheds light on the unique
challenges distance learning students face in terms of the support to which they have access.
Information obtained in this study can be used to develop educational policy to better serve these
students. Furthermore, this study adds to the limited literature regarding support services for the
rapidly growing online student population.
Future Research
Limited research on support services for distance learning students speaks to the need for
more extensive research regarding this subject. This study captured the experiences of online
students at one community college. However, there is more to understand about the experiences
of online students at other post-secondary institutions. Additionally, future research should
examine the experiences of students who enroll solely in online courses. Many of the research
participants enrolled in both on-campus and online courses. Their experiences may be different
SUPPORT SERVICES FOR DISTANCE LEARNERS 95
from those of students who enroll only in online courses. Many participants expressed that
access to the on-campus support services they utilized was convenient. This may be because they
are already on campus and can easily access the services they need. Students taking solely online
courses may find it inconvenient to access support services exclusively on campus.
The experience and expertise of faculty and support staff are central to the development
of online support programs. Therefore, additional research needs to be completed to capture the
experiences of the faculty and support staff that work directly with online students. As
institutional agents, faculty and staff are often the liaison between students and institutional
change. They are the voice for students who cannot otherwise advocate for themselves.
Furthermore, faculty and staff view the support needs of online students from a different lens.
They understand the limits or constraints on the institution while also hearing the complaints
from the students. Therefore, they can suggest reasonable services that the institution can
implement immediately that would best serve both the institution and online students.
Lastly, additional research needs to be completed on the efficacy of individual support
programs for online students and their contribution to student academic progress. This study
focused on all of the support programs offered at WVCC. The results may not have been
reflective of all of the support programs. For example, students were asked if support programs
were useful towards their academic progress. Many participants responded based on their
positive or negative experiences from using one or two support services as opposed to
responding based on their overall experience with support programs and services. Participants’
positive or negative experience with one or two programs may have skewed the overall results.
Therefore, additional research should be conducted on individual support programs to ensure
results pertain solely to that program or service.
SUPPORT SERVICES FOR DISTANCE LEARNERS 96
Conclusion
As distance education grows, the need to support this student population will also
increase. Institutions have dedicated significant time and resources to developing quality distance
education programs but failed to ensure that quality support programs are accessible to the
students enrolled in them. This may explain why success rates for online students are subpar
when compared to those of on-campus students. Snyder and Dillow (2015) found that only 4% of
college students completing distance education courses receive a degree. Rai and Chunrao
(2016) reported an average course-completion rate of 7% for distance learning students, and Carr
(2000), found that persistence rates in distance education can be 20% lower than those of
traditional programs. These results illustrate the need for suitable online support services for
distance learning students.
This study found that adequate resources were not being offered to participants. Many
participants had to utilize on-campus support services due to lack of online access or lack of
quality. Students who were unable to come to campus were left to rely on themselves to navigate
the educational process. This led to a negative perception of college as well as increased levels of
frustration and stress. Participants expressed the need for online support programs and services to
assist with challenging courses, navigating through the educational system, and overall goal
achievement. The data support Collins’ and Sims’ (2006) finding that use of academic support
services is a main contributor to academic performance and participation. The need for a fully
equipped online support program is past due. Educational institutions need to focus on
implementing quality online support programs and services. Failure to do so will result in
undesirable academic outcomes that negatively affect the student and the college at large.
SUPPORT SERVICES FOR DISTANCE LEARNERS 97
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APPENDIX A
Recruitment E-Mail
Dear Online Student,
My name is Danielle Wilson-Lendor, and I am a doctoral candidate in the Rossier School of
Education at the University of Southern California. As part of my dissertation, I am conducting a
study that captures the unique experiences and specific needs of the online student population in
accessing student support services. The study will include individual interviews and focus
groups. You are invited to participate in the study.
If you are interested in participating in the study, please select the link below (see Survey Link
below) to complete a brief 2-3 minute survey that will help me determine if you qualify to
participate. If you meet the participant criteria, I may contact you to participate in either an
individual interview or in the focus group. The interview will be approximately 45-60 minutes in
length and the focus group will be approximately 60 minutes long. Both will be audiotaped, but
all voice recordings will be deleted after being transcribed.
Participation in this study is completely voluntary and your identity as a participant will remain
confidential at all times during and after the study.
If you are selected to participate in the study, you will be compensated with a $10 Amazon or
Starbucks gift card that will be presented to you at the conclusion of the interview or focus
group.
Survey Link: https://forms.gle/aPuekYmtCRnL3ygb8
If you have any questions please contact me at wilsondl@usc.edu or (562) 246-6865
Thank you for your consideration,
Danielle Wilson-Lendor
Doctoral Candidate – Rossier School of Education
University of Southern California
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APPENDIX B
Pre-Survey Questions
Directions: Please answer the following questions to the best of your ability. All responses will
remain confidential.
1. Have you completed at least 1 year of college (Fall and Spring semester)?
a. Yes
b. No
2. Are you currently enrolled in 2 or more online courses?
a. Yes
b. No
3. Gender
a. Female
b. Male
c. Other
4. Age Range
a. Below the age of 25
b. 25 or older
5. School Status
a. Full-time
b. Part-time
6. Which schools have you attended in the Los Angeles Community College District?
Please select all colleges that you have attended.
a. Los Angeles Southwest College (LASC)
b. Los Angeles City College (LACC)
c. Los Angeles Harbor College (LAHC)
d. Los Angeles Pierce College (LAPC)
e. Los Angeles Mission College (LAMC)
f. Los Angeles Valley College (LAVC)
g. Los Angeles Trade Tech College (LATTC)
h. East Los Angeles College (ELAC)
i. West Los Angeles College (WLAC)
7. Racial/Ethnic Background
a. African American
b. Latinx
c. White
d. Asian American
e. Native American
f. Other:
8. Would you be interested in participating in a 45-60 minute interview that seeks to
understand the experiences of online students with support services?
a. Yes, please provide your email address
SUPPORT SERVICES FOR DISTANCE LEARNERS 117
b. No
9. Interview preference
a. Individual Interview
b. Group Interview (with 4-6 other participants)
10. Please identify your availability for the interview
a. Morning
b. Afternoon
c. Evening
Thank you for completing this survey. If you are selected to participate in the study you will be
contacted through email to schedule an appointment.
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APPENDIX C
INFORMATION SHEET
University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089-4033
An After Thought: Support Services for Distance Learners at a Post-Secondary Institution
You are invited to participate in a research study conducted by Danielle Wilson-Lendor under the
supervision of Dr. Tracy Tambascia, at the University of Southern California. Research studies
include only people who voluntarily choose to take part. This document explains information about
this study. Please read through this form and ask any questions that may arise.
PURPOSE OF THE STUDY
This research study aims to understand the experiences of community college distance learning
students as it pertains to academic support services, and whether these services affect their
academic success. Additionally, this study seeks to understand the academic support needs of the
online community college student population. This study seeks to capture the online students’
perspective regarding available and accessible support services and, most importantly, to gain
insight on what valuable support services are needed for the online student population. Obtaining
this information may help to identify issues of inequitable and inaccessible services for the online
student population and aid in creating programs and services catered to assisting distance learning
students.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete a 2-3 minute survey and a 45-
60 minute audio-recorded in-person interview or focus group. After the interview, you will have
the opportunity to review a transcript of the interview and follow up with any changes that need to
be made. You are free to stop the interview at any time or decide not to answer any question you
not feel comfortable answering.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $10 Amazon or Starbucks gift card for participating in the study. The gift card
will be given to you at the conclusion of the interview.
CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
Participant responses will be coded with a false name (pseudonym) and maintained separately in
a password protected computer. The audio recordings will be destroyed once they have been
transcribed and the interview transcriptions will be shredded once the study is completed.
INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
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FOCUS GROUPS: Due to the nature of focus groups, your confidentiality cannot be guaranteed.
However, in order to maintain the confidentiality of the group, you are asked not to discuss the
content of the group with anyone not in the group, or to discuss who participated in the focus
group.
The members of the research team, the funding agency and the University of Southern California’s
Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews and monitors
research studies to protect the rights and welfare of research subjects.
When the results of the research are published, or discussed in conferences, no identifiable
information will be used.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact the following
Danielle Wilson-Lendor via email wilsondl@usc.edu or phone at (562) 246-6865 or Faculty
Advisor Dr. Tracy Tambascia at tpoon@rossier.usc.edu or (213) 740-9747.
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu.
SUPPORT SERVICES FOR DISTANCE LEARNERS 120
APPENDIX D
Interview Protocol (Individual Interviews)
Introduction:
Hello. My name is Danielle Wilson-Lendor. I am a student at the University of Southern
California (USC) in the Doctor of Educational Leadership: Higher Education Administration
program. Thank you for your willingness to participate in this study. I certainly appreciate your
time and the opportunity to learn from you.
Explanation of purpose of interview:
The purpose of this study is to understand the experiences of community college distance learning
students as it pertains to academic support services, and whether these services affect your
academic success. Additionally, this study seeks to understand the academic support needs of
distance learning students. Obtaining this information may help to identify issues of inequitable
and inaccessible services for the online student population and aid in creating programs and
services catered to assisting distance learning students.
Information Sheet
Essentially, this document states that: 1) all information will be securely maintained and kept
confidential, 2) your participation is voluntary and you may stop the interview at any time or
skip any question that you wish not to answer. Please take a few moments to read this
information sheet.
Request to record:
I would like to be present with you during this interview and later listen to the interview and
review what was stated. Therefore, would you mind if I tape record this interview, with my
phone and tape recorder? The recording will be deleted after it has been transcribed.
Timeframe for interview and other logistical considerations:
This interview will take approximately 45-60 minutes. Does that still work for you?
Do you feel comfortable in this space, for the interview? Do you have any questions for me
before we begin?
Interview Questions
1. Tell me about your decision to enroll in college (background)
a. What influenced you to enroll in college?
b. How does your family or community perceive college?
2. Tell me about your decision to enroll in online courses as opposed to on-campus courses.
(background)
a. Why did you decide to enroll in online classes as opposed to classes on-campus?
3. How do you characterize yourself as an online student?
a. What support do you believe you need to support your online education?
(background)
SUPPORT SERVICES FOR DISTANCE LEARNERS 121
4. What do you believe is the most challenging aspect of taking classes online, if any?
(RQ1a)
a. Did anything surprise you about online learning?
b. Did you access resources that the college offered to help you overcome any
challenges? If so, what resources? Were they helpful?
5. What are your educational goals (transfer, earn associates degree, etc.)? (RQ1)
a. How do you believe you will obtain these goals?
b. What program/services does the college offer to assist you in obtaining these
goals?
c. Is there a particular person(s) that you can contact for help in accomplishing your
goals?
6. Overall, please describe your feelings towards being supported through your online
education. (RQ1)
7. Do you know what student services are, and have you used any of them at the college?
(RQ1)
a. Who (at the college) is responsible for providing support services to students?
b. What is the process for accessing support services that the college offers?
c. In what ways are support programs/services offered (in-person, online, phone)?
i. Are you aware of any other method?
8. Can you talk about a time when you used counseling services, if any? (RQ1)
a. In what modality did you meet with them (in person, phone, Internet)?
i. Was this method accessible and convenient for you?
b. Why did you decide to meet with a counselor?
c. Was it helpful?
d. Was it useful?
9. Can you talk about a time when you used admissions services, if any? (RQ1)
a. In what modality did you meet with them (in person, phone, Internet)?
i. Was this method accessible and convenient for you
b. Why did you contact the admissions department?
c. Was it helpful?
d. Was it useful?
10. Did you use any other services? Can you tell me about that? (RQ1)
a. Why did you feel the need to access support services?
b. Did you utilize these services on-campus or online?
i. Was this method accessible and convenient for you?
c. Who provided the services to you (peer, instructor, etc.)?
11. Did getting help from academic support services help you with your classes? (RQ1)
a. How so?
12. If you did not utilize any support services, why did you choose not to? (RQ1)
a. Did anything or anyone influence your decision not to utilize support services?
SUPPORT SERVICES FOR DISTANCE LEARNERS 122
b. Do you believe that this decision has affected you academically?
13. Are there any other services or programs that would help you be successful at the
college? (RQ1)
a. Please explain.
b. What is the most valuable program/service offered by the college to assist student,
if any?
i. Please explain how this program/service can be adjust to benefit online
students.
14. What do you believe are the key characteristics of an online students? (RQ2)
a. What is important to know about online students?
15. What do you believe are essential support services that online students would benefit
from? (RQ2)
a. What would the perfect online support program offer?
16. Some people may say that online support programs are not necessary because online
students can utilize the on-campus support programs/services available. How do you feel
about this? (RQ1 & RQ2)
17. Please describe how online students are connected to the college community. (RQ2)
a. Are there similarities and differences in feelings of college connection with on-
campus student? Please explain.
Closing:
We have concluded the interview. Thank you very much for your time. Is there anything else you
would like to add that may have come up through this conversation? Do you have any questions
for me?
SUPPORT SERVICES FOR DISTANCE LEARNERS 123
APPENDIX E
Interview Protocol (Focus Group Interviews)
Introduction:
Hello. My name is Danielle Wilson-Lendor. I am a student at the University of Southern
California (USC) in the Doctor of Educational Leadership: Higher Education Administration
program. Thank you for your willingness to participate in this study. I certainly appreciate your
time and the opportunity to learn from you.
Explanation of purpose of interview:
The purpose of this study is to understand the experiences of community college distance learning
students as it pertains to academic support services, and whether these services affect your
academic success. Additionally, this study seeks to understand the academic support needs of
distance learning students. Obtaining this information may help to identify issues of inequitable
and inaccessible services for the online student population and aid in creating programs and
services catered to assisting distance learning students.
Information Sheet
Essentially, this document states that: 1) all information will be securely maintained and kept
confidential, 2) your participation is voluntary and you may stop the interview at any time or
skip any question that you wish not to answer. Please take a few moments to read this
information sheet.
Request to record:
I would like to be present with you during this focus group interview and later listen to the
interview and review what was stated. Therefore, would you mind if I tape record this interview,
with my phone and tape recorder? The recording will be deleted after it has been transcribed.
Timeframe for interview and other logistical considerations:
This interview will take approximately 45-60 minutes. Does that still work for you?
Do you feel comfortable in this space, for the interview? Do you have any questions for me
before we begin?
Interview Questions
1. Overall, please describe your feelings towards being supported through your online
education. (RQ1)
a. How do you characterize yourself as an online student?
b. What support do you believe you need to support your online education?
2. Do you know what student services are, and have you used any of them at the college?
(RQ1)
a. Who (at the college) is responsible for providing support services to students?
b. What is the process for accessing support services that the college offers?
c. In what ways are support programs/services offered (in-person, online, phone)?
i. Are you aware of any other method?
SUPPORT SERVICES FOR DISTANCE LEARNERS 124
3. Can you talk about a time when you used counseling services, admissions, or any other
support service offered by the college, if any? (RQ1)
a. Who provided the services to you (counselor, staff, peer, instructor, etc.)?
b. In what way did you meet with them (in person, phone, Internet)?
i. Was this method accessible and convenient for you?
c. Why did you decide to use the services?
d. Was it helpful?
e. Was it useful?
4. Did getting help from academic support services help you with your classes? (RQ1)
a. How so?
5. If you did not utilize any support services, why did you choose not to? (RQ1)
a. Did anything or anyone influence your decision to not utilize support services?
b. Do you believe that this decision has affected you academically?
6. Are there any other services or programs that would help you be successful at the
college? (RQ1)
a. Please explain.
b. What is the most valuable program/service offered by the college to assist
student?
i. Please explain how this program/service can be adjusted to benefit online
students.
7. What do you believe are the key characteristics of an online students? (RQ2)
a. What is important to know about online students?
b. How are they connected to the college community?
8. What do you believe are essential support services that online students would benefit
from? (RQ2)
a. What would the perfect online support program offer?
9. Some people may say that online support programs are not necessary because online
student can utilize the on-campus support programs/services available. How do you feel
about this? (RQ1 & RQ2)
Closing:
We have concluded the interview. Thank you very much for your time. Is there anything else you
would like to add that may have come up through this conversation? Do you have any questions
for me?
SUPPORT SERVICES FOR DISTANCE LEARNERS 125
APPENDIX F
Post Interview Reflection
Dear [Name],
Please review the attached transcription of your interview. Please take this time to reflect on the
responses you provided and ensure that they illustrate your experiences and thoughts accurately.
If any changes or clarifications are needed, please be sure to reply at your earliest convenience.
Thank you again for your participation,
Danielle Wilson-Lendor
Doctoral Candidate – Rossier School of Education
University of Southern California
Abstract (if available)
Abstract
This qualitative study examined the experiences of community college distance learning students as they pertain to academic support services and the role of these services in their academic success. Despite the rapidly growing field of distance education, institutions have failed to ensure adequate and accessible support services for the distance learning population. Additionally, little research has been done to identify the online student community’s academic support needs. This study used social capital theory as the framework to examine distance learning students’ use of social networks and relationships at the educational institution. Data were collected through semi-structured individual interviews and a focus group interview with 14 distance learning students enrolled in a community college. The study found that online community college students’ experience with academic support services took place primarily on campus because many support programs and services were not offered using the online modality. Furthermore, although many participants utilized various support services, many did not attribute their overall academic success to these services. Data indicated online students need high quality and accessible online support services. Recommendations for practice include offering campus support services in the online modality to ensure accessibility for distance learning students, creating an online platform where distance learning students can access online support programs and services, and increasing advertisement to actively promote student support programs and services.
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University of Southern California Dissertations and Theses
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Asset Metadata
Creator
Wilson-Lendor, Danielle Lashawn
(author)
Core Title
An after thought: support services for distance learners at a post-secondary institution
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Education (Leadership)
Publication Date
02/14/2020
Defense Date
01/28/2020
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
community college,distance learners,OAI-PMH Harvest,online student population,post-secondary institutions,support services
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tambascia, Tracy (
committee chair
), Campbell, Gregory (
committee member
), Hinga, Briana (
committee member
)
Creator Email
wilson_dani06@yahoo.com,wilsondl@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-c89-269522
Unique identifier
UC11674996
Identifier
etd-WilsonLend-8172.pdf (filename),usctheses-c89-269522 (legacy record id)
Legacy Identifier
etd-WilsonLend-8172.pdf
Dmrecord
269522
Document Type
Dissertation
Rights
Wilson-Lendor, Danielle Lashawn
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
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 a...
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Tags
community college
distance learners
online student population
post-secondary institutions
support services