Date of Conferral

2019

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Shannon I. Decker

Abstract

Abstract

The purpose of this bounded qualitative case study was to explore students' perceptions

of factors that influenced their success or failure in an online English composition course

at a community college located in the southeastern United States and to understand how

these factors affected their persistence in coursework. Retention rates in online for online

English composition courses are lower compared to face-to-face English composition

courses. Rapid expansion of online learning has led to increased concern regarding

student persistence in courses and degree or certification completion. Tinto's

interactionalist theory and Kember's model of student success framed the course of

inquiry for this study. Eight online student volunteers, who completed, failed, or

withdrew from a required entry-level English composition course, were purposefully

selected and individually interviewed using a semistructured format. Data were

thematically analyzed using open and pattern coding strategies and related to the

conceptual framework. Key results revealed student perceptions of factors that influenced

their success or failure in an online English composition course and suggested a change

in pedagogical practices to improve persistence as well as institutional and instructional

practices. Based on findings from this study, a white paper was drafted to present

stakeholders with a 2-pronged approach to improve student persistence featuring faculty

student engagement and meaningful action and reflection on student learning experiences

in an online English composition course. This study contributes to social change by

presenting a pedagogical shift to address a persistence problem in online English

composition courses. Persistence to course completion can build students' confidence and

keep them on a path to achieving their academic goals.

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