ABSTRACT
The purpose of this mixed-methods research study was to understand student perceptions of online interactions with instructors in online courses in the spring, 2020 and determine if any differences exist in perceptions presented when taking into account Pell-eligibility. This study took place at a medium-sized community college within the North Carolina Community College System. Data was obtained through an online survey. The t-test and chi square test were used to analyze the quantitative data. Open-ended questions provided responses reflected in the themes identified in the qualitative analysis. This study revealed that students in this particular term were favorable when it came to online interactions and contrary to my hypothesis, I found that a student's perceptions were not significantly influenced by their Pell status; which can be interpreted that the experiences are not vastly different for lower-income students. Qualitative analysis found three significant themes with regard to their perceptions of the differences they experienced in online versus face-to-face interactions; response time, “seeing” and “hearing” the instructor and instructor attributes . Implications for practice and recommendations are conferred.
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Prospective Students
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Faculty and Staff
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Current Students
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Alumni and Friends