Civic learning in online courses: The experience of emerging adults at the community college

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Ritter, G. P. (2014). Civic learning in online courses: The experience of emerging adults at the community college. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Civic learning is an important part of the mission of higher learning. The community college is a unique and integral part of the system of higher education in the United States. Digital technology has increased the options for students to take classes at a distance in a fully online format. Many of the students in online classes at the community college are in a life stage known as emerging adulthood. While there has been considerable research on each of the four topics of civic learning, the community college, emerging adulthood, and online learning, there remains a substantial gap in the literature where these topics intersect. Instructors, administrators, and designers of online courses need more information with which to best plan and deliver civic learning opportunities to emerging adults in online classes at the public community college. Qualitative research is an appropriate methodology for areas of study with little extant literature. This study used the phenomenological method in order to better understand how emerging adults enrolled in asynchronous online classes at the public community college perceive civic responsibility, civic engagement, and the experience of civic learning in their online classes. The study produced findings that highlighted the importance of respect for diversity, civil discourse, nurturing of a social learning community and instructor presence. Implications for an online pedagogy to promote civic learning are included.

Details
Author

Ritter, Gary Paul

Title

Civic learning in online courses: The experience of emerging adults at the community college

Physical Description

1 online resource (155 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Civic learning is an important part of the mission of higher learning. The community college is a unique and integral part of the system of higher education in the United States. Digital technology has increased the options for students to take classes at a distance in a fully online format. Many of the students in online classes at the community college are in a life stage known as emerging adulthood. While there has been considerable research on each of the four topics of civic learning, the community college, emerging adulthood, and online learning, there remains a substantial gap in the literature where these topics intersect. Instructors, administrators, and designers of online courses need more information with which to best plan and deliver civic learning opportunities to emerging adults in online classes at the public community college. Qualitative research is an appropriate methodology for areas of study with little extant literature. This study used the phenomenological method in order to better understand how emerging adults enrolled in asynchronous online classes at the public community college perceive civic responsibility, civic engagement, and the experience of civic learning in their online classes. The study produced findings that highlighted the importance of respect for diversity, civil discourse, nurturing of a social learning community and instructor presence. Implications for an online pedagogy to promote civic learning are included.

Genre

doctoral dissertations

Subjects--Topics

Education

Degree

D.Ed.

Keywords

Civic Learning
Community College
Emerging Adulthood
Online Learning

Subject Area

Educational Leadership

Advisor(s)

Merriweather, Lisa

Committee Members

D'Amica, Mark
Mabe, Alan
Fitchett, Paul

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

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

Ritter_uncc_0694D_10605

Permalink

http://hdl.handle.net/20.500.13093/etd:298