African American Women's Perceptions of the Educational Technology Used in Associate Degree Nursing Programs in Rural Mid-Atlantic Community Colleges during the First Year of the COVID-19 Pandemic
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| Title: | African American Women's Perceptions of the Educational Technology Used in Associate Degree Nursing Programs in Rural Mid-Atlantic Community Colleges during the First Year of the COVID-19 Pandemic |
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| Language: | English |
| Authors: | Keziah Owens-Colon |
| Source: | ProQuest LLC. 2024Ed.D. Dissertation, Morgan State University. |
| Availability: | 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 |
| Peer Reviewed: | N |
| Page Count: | 137 |
| Publication Date: | 2024 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | African American Students, Females, Student Attitudes, Technology Uses in Education, Educational Technology, Community Colleges, Rural Schools, COVID-19, Pandemics, Associate Degrees, Nursing Education, Nursing Students |
| ISBN: | 979-83-8275-928-9 |
| Abstract: | Community college nursing students, specifically African American women, faced a myriad of challenges in the pursuit of higher education during the first year of the coronavirus disease (COVID-19) pandemic. Most notably, in March 2020, the pandemic caused many community colleges to expeditiously transition to remote learning modalities. African American rural community college students often have limited resources and were doubly impacted by the pandemic. Education technology became an increasing area of concern with the shift to remote learning. This phenomenological qualitative study explored the lived experiences of African American women who were enrolled in associate degree in nursing (ADN) programs at rural community colleges in the mid-Atlantic region of the United States during the COVID-19 pandemic. This study investigated the participants' perceptions of educational technology within their ADN program during the first year of the pandemic. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30992333 |
| Accession Number: | ED652874 |
| Database: | ERIC |
| Abstract: | Community college nursing students, specifically African American women, faced a myriad of challenges in the pursuit of higher education during the first year of the coronavirus disease (COVID-19) pandemic. Most notably, in March 2020, the pandemic caused many community colleges to expeditiously transition to remote learning modalities. African American rural community college students often have limited resources and were doubly impacted by the pandemic. Education technology became an increasing area of concern with the shift to remote learning. This phenomenological qualitative study explored the lived experiences of African American women who were enrolled in associate degree in nursing (ADN) programs at rural community colleges in the mid-Atlantic region of the United States during the COVID-19 pandemic. This study investigated the participants' perceptions of educational technology within their ADN program during the first year of the pandemic. [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.] |
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| ISBN: | 979-83-8275-928-9 |
