Abstract
ABSTRACTPurpose. The purpose of this phenomenological qualitative study was to explore the lived experiences of Hispanic undergraduate students at community colleges as they navigate online learning education. This study aimed to gain a deeper understanding of how these students perceive and make meaning of their social and emotional well-being in virtual settings. In addition, this study explored the specific connections to student engagement, peer interactions, and the role of cultural background, rooted in the framework of the online education process.
Theoretical and Conceptual Framework. The theoretical framework for this study was based on social cognitive theory (SCT) and self-determination theory (SDT). SCT highlights the significance of how human beings self-regulate conduct through observed learning, shaping, and developing self-capability beliefs that rely on mutual interactions with others and their surroundings. Bandura’s (1986) SCT focuses on sociocultural self-monitoring, self-judgment of one’s behavior, and emotional self-reactions. SDT focuses on intrinsic and extrinsic motivation, highlighting the importance of autonomy, competence, and relatedness as psychological needs for an individual’s well-being. These theories were important to the study because they focus on students’ perceptions and how they affect them in the online learning setting.
Methodology. Six Hispanic online college students were interviewed for this study. The interview transcripts were analyzed using NVivo.
Findings and Conclusions. This study identified five main themes: flexibility (and time-saving), emotional well-being (loneliness and stress), cultural identity (as a source of motivation and pressure), environmental difficulties, and instructor support. The thematic analysis also showed the importance of familial sacrifices as a motivational factor for students. Participants’ beliefs were informed by their own experiences of pressure, stress, and motivation. Overall, participants were satisfied with their online learning experiences.
Recommendations. The study’s findings indicated the need for comprehensive, culturally responsive training for faculty at community colleges in Southern California. In this regard, based on these findings, community college administrators should consider them when improving instructor immediacy, communication practices, and cultural awareness. In addition, researchers should use these results to inform future research on the importance of encouraging faculty to enhance culturally responsive teaching.