Perceptions of Persistence in a Community College English Composition Class

• Main Author: Watson, Starr
• Format: Others
• Language: en
• Published: ScholarWorks 2019
• Subjects: distance education; persistence; retention
• Online Access: https://scholarworks.waldenu.edu/dissertations/7577; https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8849&context=dissertations

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.