Graduation Year
2018
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum and Instruction
Major Professor
Wei Zhu, Ph.D.
Committee Member
Dana Ferris, Ph.D.
Committee Member
Sanghoon Park, Ph.D.
Committee Member
Janet Richards, Ph.D.
Keywords
Distance Education, Community of Inquiry, Online Self-Regulated Learning, Writing Across the Curriculum, Community College, Multilingual Writers
Abstract
In this phenomenological case study, I elicited the perspectives of first-year community college second language (L2) students enrolled in an online general education course, Studies in Applied Ethics. Four L2 participants narrated their lived experiences and impressions of distance learning via Skype interviews at early, mid, and end-of-semester junctures. The Distance Education instructional model Community of Inquiry (COI) served as the theoretical framework for the inquiry. The multilingual participants suggested the COI components Teaching Presence (design and facilitation of the course) and Learning Presence (self-regulated learning behaviors) led to Cognitive Presence (the understanding of and ability to demonstrate content knowledge). Social Presence, the concept of collaborating with classmates in a virtual community, seemed less desired or effectual for the L2 participants in this general education online course. Discoveries in this phenomenological case study add qualitative data and diverse perspectives to the extant research on Community Colleges, Online Teaching and Learning, Writing Across the Curriculum, and English for Academic Purposes
Scholar Commons Citation
Tunceren, Li-Lee, "Community College Second Language Students’ Perspectives of Online Learning: A Phenomenological Case Study" (2017). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7102
