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Advances in Social Sciences Research Journal – Vol. 10, No. 7
Publication Date: July 25, 2023
DOI:10.14738/assrj.107.15122
Stevenson, A. N., & Brown, W. A. (2023). The Perceived Impact of Online Course Design on the Persistence of Students at
Historically Black Colleges and Universities. Advances in Social Sciences Research Journal, 10(7). 314-339.
Services for Science and Education – United Kingdom
The Perceived Impact of Online Course Design on the Persistence
of Students at Historically Black Colleges and Universities
Alana N. Stevenson
Urban Higher Education
Jackson State University, Jackson, MS 39217
Walter A. Brown
Urban Higher Education
Jackson State University, Jackson, MS 39217
ABSTRACT
This research study aimed to investigate the influence of online course design on
the persistence of undergraduate students at Historically Black Colleges and
Universities (HBCUs). By examining the concept of persistence, the study aimed to
enhance understanding of how integrated online learning materials can promote
student engagement, academic assimilation, and social acceptance. The study
considered the impact of the COVID-19 pandemic on online education and sought to
contribute to discussions on online course design effectiveness. The study was
conducted at two HBCUs in the southern region of the United States. A qualitative
research method was employed, utilizing purposeful criterion-based sampling.
Seventeen undergraduate students who had enrolled in fully-online courses
participated in semi-structured interviews, which were transcribed and analyzed
using open, axial, and selective coding techniques. The findings revealed several
themes related to student persistence in online courses. Participants expressed a
preference for asynchronous learning, highlighting the flexibility it offered.
Student-instructor interaction was identified as vital, emphasizing the importance
of regular engagement, personalized guidance, and timely feedback. The value of
multimedia resources and engagement with classmates was recognized, with
participants valuing diverse materials and interactions that enhanced their
understanding and motivation. Community-building activities, such as online
discussions and group projects, were found to foster a sense of belonging and
encourage active participation. These findings provide insights for HBCUs and
higher education institutions to enhance online course design and support
mechanisms for student persistence. The study underscores the significance of
teacher presence, interactive learning environments, and institutional support for
online educators and contributes to the advancement of online education and
promotes successful student outcomes within the context of HBCUs.
Keywords: Online course design, persistence, retention, historically black colleges and
universities
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Stevenson, A. N., & Brown, W. A. (2023). The Perceived Impact of Online Course Design on the Persistence of Students at Historically Black Colleges
and Universities. Advances in Social Sciences Research Journal, 10(7). 314-339.
URL: http://dx.doi.org/10.14738/assrj.107.15122
INTRODUCTION
With technological advancements making it easier for students to access and traverse the
Internet, the second half of the 1990s witnessed significant growth in online enrollments,
whereas an increasing number of institutions decided to provide online programs (Herbert,
2006; Herron & Wright, 2006; Simonson et al., 2012). An appealing combination of greater
flexibility and unlimited digital connectivity to vast amounts of knowledge is responsible for the
rapid adoption of online education courses (Sitzmann et al., 2006; Zimmerman, 2012). The
availability of online courses enables students to schedule their studies around other
obligations, which may not otherwise be possible (Lee, 2017). Despite huge expansion, the
persistence levels of online courses are much poorer compared to the ones delivered in-person
(Xavier and Meneses, 2020; Muljana and Luo, 2019; Delnoij et al., 2020). Negative elements such
as a lack of engagement with instructors and other classmates, problems with learning
resources, infrastructure issues, and difficulties of work, health, and family obligations can limit
the convenience of online learning (Greenland & Moore, 2014; Ilgaz & Gulbahar, 2015). This
research attempted to answer questions concerned with the course design elements that may
have an effect on the persistence of students enrolled in online courses at Historically Black
Colleges and Universities.
Purpose of the Study
The primary purpose of this study was to examine the impact of online course design on the
persistence of undergraduate students at Historically Black Colleges and Universities (HBCUs).
Despite the rapid growth and widespread adoption of online education, issues such as
involvement, collaboration, dedication, integrity, and quality remain significant concerns. This
study aimed to address these concerns and understand how integrated online learning
materials could enhance student involvement. By examining the concept of persistence, the
study aimed to contribute to a better understanding of how online courses can be designed to
promote student engagement, academic assimilation, and social acceptance.
The study took into account the impact of the COVID-19 pandemic, which accelerated the
adoption of online education worldwide. As educational institutions quickly transitioned to
online delivery, the study recognized the need to examine the quality of online learning in this
new and rapidly evolving landscape. It aimed to contribute to the ongoing discussions on online
course design and its effectiveness in promoting student persistence.
The study provided valuable insights for HBCUs and higher education institutions in general, to
help them enhance online course design and support mechanisms to improve student
persistence. The findings can inform institutional policies and practices, emphasizing the
importance of teacher presence, interactive learning environments, and institutional support
for online educators. Ultimately, the study sought to contribute to the advancement of online
education and promote successful student outcomes in the context ofHistorically Black Colleges
and Universities.
CONCEPTUAL FRAMEWORK
Components of the social integration theory and the interaction equivalency theory were
synthesized to understand the elements of online course design that contribute to developing
an online learning environment in which students will choose to remain enrolled (Croxton,
2014). This is represented by figure 1, which illustrates how the type of interaction (Interaction
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 7, July-2023
Services for Science and Education – United Kingdom
Equivalency Theory) and the experience with the university system (Social Integration Theory)
are tied to one another for the purpose of this research.
Figure 1. Conceptual Framework (Tinto, 1975,1993; Anderson, 2003)
Social Integration Theory
Online course designers understand the crucial role that interactions with students and the
connection between students have in a student's decision to persist, as explained by Tinto's
(1975, 1993) social integration theory and supported by the empirical literature (X. Liu et al.,
2007; Morris et al., 2005; Rovai, 2003; Tello, 2007). By addressing the requirement for students
to integrate into both formal and informal academic and social systems of an academic
community, making opportunities for deliberate, meaningful engagement a fundamental
component of online course design may help to increase persistence (Croxton, 2014). In light of
this, it is possible to partially explain persistence or attrition in the context of online learning to
students' interaction (or lack thereof) with their online learning environment, including their
interaction with students and instructors (Croxton, 2014).
Figure 2. Tinto's Social Integration Theory (1975, 1993)