Low-Income Community College Student Perceptions of Faculty Interaction in Online Courses

Search for this publication on Google Scholar
Salanger, C. (2021). Low-Income Community College Student Perceptions of Faculty Interaction in Online Courses. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Abstract

ABSTRACTCAROLYN VINAL SALANGER. Low-Income Community College Student Perceptions of Faculty Interaction in Online Courses. (Under the direction of DR. LISA R. MERRIWEATHER)The purpose of this survey design research study was to understand student perceptions of online interactions with instructors in online courses in the spring, 2020 and determine if any differences exist in perceptions presented when taking into account Pell-eligibility. This study took place at a medium-sized community college within the North Carolina Community College System. Data was obtained through an online survey. The chi square test and logistic regression were used to analyze the quantitative data. This study revealed that students in this particular term were favorable when it came to online interactions and contrary to my hypothesis, I found that a student's perceptions were not significantly influenced by their Pell status; which can be interpreted that the experiences were not vastly different for lower-income students. Qualitative analysis of open-ended survey questions found three significant themes with regard to their perceptions of the differences they experienced in online versus face-to-face interactions: response time, "seeing" and "hearing" the instructor, and instructor attributes. Implications for practice and recommendations are offered. Keywords: community college, Pell-eligibility, online instruction, faculty-student interactions

Details
Author

Salanger, Carolyn

Title

Low-Income Community College Student Perceptions of Faculty Interaction in Online Courses

Physical Description

1 online resource (144 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

ABSTRACTCAROLYN VINAL SALANGER. Low-Income Community College Student Perceptions of Faculty Interaction in Online Courses. (Under the direction of DR. LISA R. MERRIWEATHER)The purpose of this survey design research study was to understand student perceptions of online interactions with instructors in online courses in the spring, 2020 and determine if any differences exist in perceptions presented when taking into account Pell-eligibility. This study took place at a medium-sized community college within the North Carolina Community College System. Data was obtained through an online survey. The chi square test and logistic regression were used to analyze the quantitative data. This study revealed that students in this particular term were favorable when it came to online interactions and contrary to my hypothesis, I found that a student's perceptions were not significantly influenced by their Pell status; which can be interpreted that the experiences were not vastly different for lower-income students. Qualitative analysis of open-ended survey questions found three significant themes with regard to their perceptions of the differences they experienced in online versus face-to-face interactions: response time, "seeing" and "hearing" the instructor, and instructor attributes. Implications for practice and recommendations are offered. Keywords: community college, Pell-eligibility, online instruction, faculty-student interactions

Genre

doctoral dissertations

Subjects--Topics

Education, Higher--Administration

Degree

D.Ed.

Subject Area

Educational Leadership

Advisor(s)

Merriweather, Lisa

Committee Members

Dika, Sandra
Miller, Ryan
McCarter, Susan

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Salanger_uncc_0694D_12740

Permalink

http://hdl.handle.net/20.500.13093/etd:2240