Literaturnachweis - Detailanzeige
| Autor/in | Maddox, Stephanie Nacole |
|---|---|
| Titel | A Qualitative Action Research Study of Social Capital for Tutoring and Technology with Caucasian First-Generation Alabama Community College Students |
| Quelle | (2018), (120 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4387-0581-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Social Capital; Tutoring; White Students; First Generation College Students; Community Colleges; Two Year College Students; Rural Schools; Student Attitudes; Access to Education; Integrated Learning Systems; Alabama (Birmingham) |
| Abstract | The purpose of this qualitative action research study was to explore the perceptions and experiences of first-generation, Caucasian community college students and their knowledge of opportunities to utilize beneficial social capital in the form of academic tutoring and access to technology within the Alabama Community College System (ACCS) and how the knowledge of opportunities to utilize academic tutoring and access to technology correlated to academic success. The problem was first-generation, Caucasian community college students were not always knowledgeable of opportunities to utilize beneficial social capital in the form of academic tutoring and access to technology offered by community colleges and therefore, had difficulty experiencing academic success. The research setting was a rural community college located northwest of Birmingham, Alabama, and purposeful sampling was used to attain a final sample of 16 college students, 18 years or older. An online survey through Survey Monkey was utilized for data collection and data analysis was conducted using Dedoose for thematic coding. Three major themes were identified: (a) utilization and access to academic tutoring improved student grades, (b) utilizing Canvas helped students submit assignments on time and manage assignment deadlines, and (c) access to Canvas facilitated student research for future educational and career goals. Recommendations for future research included (a) a qualitative ethnographic study to further analyze major theme 1 from research question 1 and major theme 1 from research question 2 from various cultural perspectives of first-generation students to identify ways to assist prospective first-generation community college students navigate college more successfully; and (b) an exploratory mixed-methods study for major theme 2 to consider additional strategies and techniques college faculty, staff, and peer tutors could utilize to assist first-generation students with proper training and development on the utilization of beneficial social capital such as learning portals like Canvas to promote efficiency in assignment submission and time management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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