Abstract
The purpose of this bounded qualitative case study was to explore students' perceptions
of factors that influenced their success or failure in an online English composition course
at a community college located in the southeastern United States and to understand how
these factors affected their persistence in coursework. Retention rates in online for online
English composition courses are lower compared to face-to-face English composition
courses. Rapid expansion of online learning has led to increased concern regarding
student persistence in courses and degree or certification completion. Tinto's
interactionalist theory and Kember's model of student success framed the course of
inquiry for this study. Eight online student volunteers, who completed, failed, or
withdrew from a required entry-level English composition course, were purposefully
selected and individually interviewed using a semistructured format. Data were
thematically analyzed using open and pattern coding strategies and related to the
conceptual framework. Key results revealed student perceptions of factors that influenced
their success or failure in an online English composition course and suggested a change
in pedagogical practices to improve persistence as well as institutional and instructional
practices. Based on findings from this study, a white paper was drafted to present
stakeholders with a 2-pronged approach to improve student persistence featuring faculty
student engagement and meaningful action and reflection on student learning experiences
in an online English composition course. This study contributes to social change by
presenting a pedagogical shift to address a persistence problem in online English
composition courses. Persistence to course completion can build students' confidence and
keep them on a path to achieving their academic goals.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-8849 |
| Date | 01 January 2019 |
| Creators | Watson, Starr |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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