Date of Conferral

2023

Degree

Ph.D.

School

Psychology

Advisor

Cheryl T. Tyler-Balkcom

Abstract

AbstractLittle peer-reviewed literature existed on how the transition from face-to-face instruction to emergency remote teaching (ERT), online learning, and blended learning impacted the education of historically Black college and university (HBCU) students amid the Covid-19 pandemic. The gap in the literature was significant given the longstanding challenges HBCUs faced, which threatened their existence, and the disproportionate effect Covid-19 had on minority populations. This interpretive descriptive qualitative study explored the experiences of 10 HBCU students from six HBCUs across the United States using Garrison et al.'s community of inquiry framework to understand the participants' perceptions of the teaching, social, and cognitive presences required to support ERT, online learning, and blended learning objectives. Four themes emerged: (a) the evidence of advancement from the early stages of ERT to a more stable online and blended learning environment; (b) the evolving perceptions of teaching, social, and cognitive presences in current online and blended learning; (c) the benefits and challenges of online and blended learning; and (d) the need for additional instructor training to maximize student learning and promote a sustainable teaching presence required for meaningful learning. Implications for social change include recommendations to help create a sustainable HBCU model through targeted faculty training to increase the teaching, social, and cognitive presences to boost student satisfaction and retention rates, attract a post millennial tech-savvy generation, and promote HBCU survivability in an unprecedented and highly competitive 21st-century post pandemic higher education recruitment era.

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