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Student Barriers to Online Learning in the MSOL Program at

Bethune-Cookman University

Randolyn Patrice McKinstry

This submitted Paper is being submitted in partial

fulfillment of the requirements for the Master of

Science degree in Organizational Leadership

Bethune-Cookman University

Daytona Beach, Florida

Spring, 2024

Student Barriers to Online Learning in the MSOL Program at

Bethune-Cookman University

Randolyn Patrice McKinstry

APPROVED:

____________________________

Dr. Ranjna Patel, DBA, Department Chair

_____________________________

Cecily J. Ball, Ph.D., Internship Advisor

__________________, Year

Date

DEDICATION

I dedicate this capstone paper to my grandmother, Andrenia Chalmers, my

stepfather Tyrone Blair, my brother Trevor Greer, and my Uncle Jeffery Chalmers. These

family members always believed I would achieve great things in my life, and they

believed in me when I didn’t believe in myself. I would also like to dedicate this capstone

paper to my godchildren and my niece/nephews. Jhanelle, Ma’Kiyah, Ke’Ziah, Na’Kai,

Syre, MyZier, Izhari, and Navy Bleu. Jhalen, Leo Jr., Jordin, and Ashton. I want to

always be an example to them and for them. I am not perfect, but I have never given up

on my dreams and goals. They can do and be whatever they choose to be in this life if

they work hard for it. Yes, life will try to knock you down, but it’s about how you

continue to get back up and keep trying.

ACKNOWLEDGEMENTS

I would like to acknowledge and thank Dr. Cecily Ball for her professional and

educational support through this process. The process of completing this capstone came

with many hurdles and barriers. Dr. Ball listened without judgment and helped when I as

the student didn’t think I would be able to fulfill my obligations to complete and earn my

degree.

I acknowledge and thank Dr. Ranjana Patel as the dean of the MSOL program and

give her support when needed. I depended on Dr. Patel many times to connect the dots to

the correct people to complete certain tasks. Dr. Patel never failed me and gave her

support when it was needed the most.

I acknowledge and thank Dr. Humphreys, my favorite professor. His knowledge

amazes me in ways he could never have imagined. Dr. Humphreys is an example of what

I would be like to see in myself as a professor. He gives grace but also teaches

realistically without the pressure of being perfect.

ABSTRACT

The purpose of the research was to analyze survey data from the MSOL program

at Bethune-Cookman University and identify barriers to online learning faced by the

students in the program. The primary research question was: What are barriers to online

learning in a selected online graduate program? The sub-questions for research included:

1) What are the demographic or personal barriers for students? 2) What are the instructor

or program barriers for students? 3) What are technology barriers for students? 4) What

are individual barriers for students?

A comparative analysis of survey data collected in 2015 was compared to survey

data collected in 2022. Summarize conclusions and recommendations.

Table of Contents DEDICATION .................................................................................................................... 1 ACKNOWLEDGEMENTS ................................................................................................ 2 ABSTRACT ........................................................................................................................ 3

TABLE OF CONTENTS ................................................................................................ 4 CHAPTER ONE ................................................................................................................. 5 INTRODUCTION .......................................................................................................... 5 CHAPTER TWO ................................................................................................................ 8

REVIEW OF LITERATURE ......................................................................................... 8 CHAPTER THREE .......................................................................................................... 23

DATA AND DATA ANALYSIS AND RESULTS ..................................................... 23 CHAPTER FOUR ............................................................................................................. 24 CHAPTER FIVE .............................................................................................................. 62

CONCLUSIONS, RECOMMENDATIONS & IMPLICATIONS .............................. 62 REFERENCES ................................................................................................................. 67 APPENDIX A ................................................................................................................... 69

NIH CERTIFICATE ..................................................................................................... 69 APPENDIX B ................................................................................................................... 71

EMPLOYER AGREEMENT FORM ........................................................................... 71 APPENDIX C ................................................................................................................... 73

INTERNSHIP LOG FORM .......................................................................................... 73 APPENDIX E ................................................................................................................... 75

MENTOR EVALUATION FORM .............................................................................. 75 APPENDIX F ................................................................................................................... 77

DATA FILES ................................................................................................................ 77

Commented [CB1]: Make sure the page numbers are correct - I pasted this from the capstone template.

CHAPTER ONE

INTRODUCTION

Technology and its use in learning institutions have been one of the fiercest education

debates in the last few years. As noted by Harris (2020), " Increasingly diverse groups of school

students access distance education, making many schools of distance education very inclusive

educational sites. While originally implemented for students living in rural and remote locations,

such schools now also support those whose parental/career responsibilities or ongoing physical

and/or mental health challenges may preclude normal school attendance" (pp. 2-3), the scholarly

world should have expected more programs, such as online learning, within their programs.

Some scholars, such as Rovai and Downey (2010) have even entertained the idea that

having fully online pledged schools is possible. In the spirit of these revelations, this study aims

to investigate the barriers to online learning faced by students in the MSOL (Master of Science in

Organizational Leadership) program at Bethune-Cookman University. To address the research

questions, the study focused on demographic or personal barriers that may impede students'

success in the online learning environment. Factors such as age, gender, family responsibilities,

work commitments, and study habits that create challenges for engaging with online coursework

will be extensively explored.

As noted in Hoi et al. (2021), understanding these personal variables is crucial for

identifying support systems or accommodations needed to address them. In addition, the study

investigates instructor and program barriers to understand the potential hurdles stemming from

the design and delivery of the online curriculum itself, such as unclear expectations, lack of

timely feedback, and insufficient student-instructor interaction. More importantly, by exploring

Commented [CB2]: This is not listed on your references page

technology barriers students may encounter, the study seeks to establish the technological

constraints of an equitable virtual learning environment and how to mitigate them.

Background Context of Internship Environment

Bethune-Cookman University was founded in 1904 by Dr. Bethune, a civil and human

rights activist. It was founded as the Daytona Educational and Industrial Training School for

Negro Girls. Bethune has an enriched history and foundation that is attached to America’s

history. B-CU is a private institution that focuses mainly on liberal arts programming that

reflects diverse educational, cultural, and social needs. The Master of Organizational Leadership

(MSOL)was established as the first graduate program at the University in 2009. The MSOL

program was created to be completely online and has currently graduated ??? students. Most

students in the MSOL program are African American. Current research suggests that there are

barriers experienced by African American students in online environments. Bethune Cookman

was founded by Dr. Mary Bethune-Cookman.

Description of Proposed Mentor in Leadership Role

Dr. Cecily Ball served as the mentor in this research project. She has served as an

administrator and faculty member in the MSOL program since 2009. She currently teaches the

research courses in the MSOL program, which include the final research course where students

finish their theses and complete the oral defense process. Dr. Ball was responsible for providing

the information needed to complete this research. She created and distributed the online survey

and summarized the data collected.

Statement of Problem

Commented [CB3]: Need number here

African American students may face certain barriers in online learning environments

(Back this up with information from articles) Cite Babbett

Purpose of Internship (With Inquiry Questions)

The purpose of the research was to analyze survey data from the MSOL program at

Bethune-Cookman University and identify barriers to online learning faced by the students in the

program. The primary research question was: What are barriers to online learning in a selected

online graduate program? The sub-questions for research included: 1) What are the demographic

or personal barriers for students? 2) What are the instructor or program barriers for students? 3)

What are course/program barriers for students? 4) What are technology barriers for students? 5)

What are individual barriers for students?

Importance of Internship

I will benefit from having a mentor during this process to help guide me and help me

understand the information I am receiving and analyzing. Having participated in an internship

will give me better understanding of the program and in return the organization will benefit from

having someone collecting/analyzing data on a topic that affects the organization directly. The

results of the data analysis provide suggestions and recommendations for program improvement

to help break down the barriers that students may face in an online master’s program.

Commented [CB4]: This section needs to be completed.

Commented [CB5R4]: Complete this section - summarize the problem and cite Babbett

CHAPTER TWO

REVIEW OF LITERATURE

The purpose of the research was to analyze survey data from the MSOL program at

Bethune-Cookman University and identify barriers to online learning faced by the students in the

program. The primary research question was: What are barriers to online learning in a selected

online graduate program? The sub-questions for research included: 1) What are the demographic

or personal barriers for students? 2) What are the instructor or program barriers for students? 3)

What are course/program barriers for students? 4) What are technology barriers for students? 5)

What are individual barriers for students?

The Review of Literature investigates primary studies related to the following topics

connected to my research questions: 1) Online Learning; 2) African American Students and

Online Learning; and 3) Barriers to Online Learning. An explanation of action research, the

selected methodology, is included, along with a review of Transformative Leadership and the

Ethics of Transformative Leadership.

Online Learning

There has been extensive confusion between online learning and online writing.

According to Mayer (2019), online writing involves creating content in a dynamic and evolving

digital environment. Just as online learning adapts to new data in real time, online writing

requires writers to continuously update and refine their content to stay relevant and engaging for

online audiences. Writers must be able to respond quickly to feedback, trends, and changes in the

online landscape to maintain the effectiveness of their writing. In addition, like online learning

algorithms that adjust to concept drift, online writers need to adapt to shifts in audience

preferences, search engine algorithms, and content consumption patterns. This adaptability is

crucial for online writers to ensure their content remains visible, valuable, and impactful in the

ever-changing online space.

Furthermore, just as online learning algorithms aim for efficiency and scalability, online

writers must consider factors such as search engine optimization (SEO), readability, and user

engagement to reach a wider audience and achieve their writing goals effectively in the online

realm. Over the past three decades, researchers have focused on reducing and shortening the

process of generating content and gaining consent generative processing to enhance learning

outcomes in online environments. The study by Hoi et al. (2021) highlights the significance of

principles such as coherence, signaling, and redundancy besides temporal contiguity in designing

effective online instructional materials. By incorporating these evidence-based design principles,

Hoi et al. (2021) observed that educators can optimize the learning experience for students by

minimizing cognitive overload and maximizing cognitive engagement.

Mayer (2019) further argued that the emergence of boundary conditions for instructional

design principles has provided valuable insights into the integrated application of online learning

principles. They argued that, as the field continues to evolve, Ferri et al. (2021) thought that there

will be more regulation on the field and its effective use and integration of the available

resources. In support of Ferri et al. (2021), Erlangga (2022) reported that there is a need to

explore additional principles aimed at addressing student anxiety, promoting productive beliefs,

managing learning strategies, and creating a positive emotion in online learning environments.

The comprehensive review by Mayer (2019), Ferri et al. (2021), and Erlangga (2022 on online

learning serves as a roadmap for educators and instructional designers seeking to leverage

evidence-based practices to enhance the effectiveness of online instruction.

Different studies have also explored the efficacy of online learning courses in higher

education through a meta-analysis of various research studies. The study by Castro and Tumibay

(2021) synthesized data from 30 articles. The articles varied in how they were studied and ranged

from meta-analyses to systematic literature reviews and case studies. The study emphasized the

importance of structured online discussions, well-designed courses with interactive content,

flexible deadlines, and continuous educator involvement in providing personalized and timely

feedback to students. These elements are identified as promising approaches to fostering learning

in online environments and enhancing student outcomes; in a separate study, Harris et al. (2022)

noted the growing significance of online learning in expanding access to education and catering

to diverse learner needs. Both Castro and Tumibay (2021) and Harris et al. (2022) noted that

online education has become part of the online content mainstream, and educators and students

are encouraged to critically engage with a wide range of perspectives and incorporate various

studies into their learning experiences. The two studies advocated for developing well-designed

and effectively delivered online courses that promote critical analysis, creative expression, self-

awareness, and intentionality in learning. By creating nurturing critical learning spaces and

promoting an active online learning community, institutions can bridge traditional classroom

boundaries and connect formal education to broader social issues, ultimately enriching the

educational experience for students.

African American Students and Online Learning

The experience of African American learners in online learning has been mixed con,

considering different research. The research by Kuo (2014) explored the experiences of African

American students enrolled in undergraduate-level online courses at a Historically Black

Colleges and Universities (HBCU) university in the southeastern United States. The findings

reveal that students reported moderate satisfaction with online courses, with higher average

scores for learner-learner interaction, learner-instructor interaction, and learner-content

interaction. This indicates that students engaged with course materials, instructors, and peers,

highlighting the importance of interaction in online learning environments. The same position

was established in a study by Okwumabua et al. (2011), which examined the relationship

between different types of interaction, Internet self-efficacy, student satisfaction, and

performance among African American students. Using regression analysis, Okwumabua et al.

(2011) explored these connections and revealed that Internet self-efficacy, learner-learner

interaction, and learner-instructor interaction were significant predictors of student satisfaction.

The results of Kuo (2014) and Okwumabua et al. (2011) suggested that for there to be successful

online learning for African American students, there is a need to create a sense of community,

and effective communication between students and instructors can enhance overall satisfaction

with online courses.

In a more resounding study of African Americans, some scholars have explored their

attitudes toward online learning. Kuo and Belland (2019) conducted an exploratory research

study on African American students' attitudes toward online learning. By administering the

Online Tutoring Attitudes Scale (OTAS) to 124 African American students aged 7-16, the study

revealed an inconsistency between the students' attitudes toward computers in general and their

attitudes specifically toward online learning experiences. More importantly, while the students

reported positive attitudes toward computers, their attitudes reflected anxiety, lack of confidence,

and little perceived usefulness for online learning and tutoring. Around 65% stated they do not

enjoy using computers for schoolwork, and 52% felt their attitudes would not change even with

more exposure to online learning. Notably, while 55% recognized computers' usefulness across

various settings, only 38% considered online learning and tutoring valuable. Around 78%

believed online tutoring could not help improving their math skills. In a separate study,

Amponsah and Bekele (2022) also established that African American students took longer before

adjusting to their online learning platforms. The findings suggest African American students may

need interventions to shape more positive attitudes toward the academic applications of computer

technology.

The implications of studies suggesting that African American students need more

attention to improve their online learning have significant implications for educators and

institutions aiming to improve online learning experiences for minority students. By emphasizing

the importance of interaction and self-efficacy in online education, educators can design courses

that promote active engagement and collaboration among students (Kuo, 2014; Kuo and Ballard,

2019). Creating opportunities for meaningful interactions, supporting the development of

Internet self-efficacy, and enhancing instructor-student communication can contribute to higher

satisfaction levels and improved academic performance among African American students in

online learning environments. Therefore, Kuo and Belland's (2019) findings emphasize the

significance of inclusive and engaging online teaching practices that cater to the diverse needs of

students from underrepresented backgrounds.

Barriers to Online Learning

Despite the popularity of online classes, which offer students the flexibility and

convenience of studying from anywhere at any time, some serious challenges are faced. Kuo

(2019) notes that the main challenge of online learning is the lack of face-to-face interaction with

instructors and classmates. Such settings can make it difficult for students to ask questions, seek

clarification, and engage in meaningful discussions. Additionally, the absence of a physical

classroom environment can lead to feelings of isolation and disconnection. In addition, there is

the need for self-discipline and time management. Without a schedule and regular teacher

reminders, students must take responsibility for their learning and stay motivated to complete

assignments on time (Zhang et al., 2023). Equally, technical issues such as poor internet

connection and computer malfunctions can disrupt the learning process and cause frustration.

To mitigate the challenges facing online learning, there is a combination of strategies that

can help in their actualization. Kuo and Belland (2019) note that there is a need to establish a

dedicated study space free from distractions that can greatly enhance focus and productivity,

which will help create a conducive environment for learning and minimize interruptions. In

addition, learners, with the help of their tutors, should set clear goals and deadlines for activities

such as assignments that can help students stay on track and prioritize their workload effectively.

There should also be an active engagement with course materials through discussions with peers

and instructors, which can enhance understanding and retention of information. The

collaborative approach creates a sense of community and support among learners (Zhang et al.,

2023). Seeking out additional resources and support services provided by the online learning

platform can help address any specific challenges faced during the course. Therefore, managing

these challenges must be approached from a multi-sectoral perspective appreciates each learner's

uniqueness and learning institutions.

Action Research

According to the work of Peter Reason and Hilary Bradbury, activity research referred to

a participating, popularity-based cycle worried about creating reasonable knowing chasing after

beneficial mankind purposes, stranded within a partaking perception that is acceptable for arising

at the confirmable second. which looks for the connected action in addition with consideration, a

suggestion also preparation, through a concern in others, chasing down to earth responses aimed

at disputes of pressing fear in personalities, in addition to everything the supplementary via too

huge the thriving of single persons plus the networks. Activity research is a setup research

technique being used in the social furthermore, clinical sciences since the mid-20th century. At the

finish of the 1990s, it started filling in prominence for use in insightful examinations of data

frameworks. (Baskerville 1999). Activity research includes mind-boggling antiquity since it's

anything but a solitary scholastic control yet a way to deal with research that has arisen over the

long run from an expansive reach of fields. (Gaventa & Cornwall, 2001).

Action research is a methodical multi-arranged recurrent interaction, which looks to further

develop rehearsal over the implementation with accomplished as well gradual alteration. Activity

exploration is not performed in parting yet examines available promising circumstances aimed at

coordinated effort besides the cooperation of diverse professionals.

An understanding of action (consideration also surveillance);

➢ Implementation of the action aimed at progress towards a particular exercise.

➢ The exploitation of material assortment proceeding the action.

➢The investigation of the various actions over rumored of material.

➢ The distinctive impervious in additional chances for extra developing arbitration.

There is an immense contrast between activity research and different explorers. Activity

exploration can be performed to acquire information that can be applied straightforwardly to the

neighborhood homeroom circumstance and to give the taking part instructors in assistance

preparing while different investigates can be directed to get generalizable information and to create

and test extra speculations. Activity research utilizes less controlled strategies to comprehend the

impacts of some instructive intercession. Changes are made during the investigation. Interestingly,

different explores different exploration configurations show circumstances and logical results

relationship. A significant consideration is given to decrease mistakes and biases. Activity research

is directed by the educationists (educator and head of organizations). While different explores are

led by the college teachers and scholars (Uzbekistan, 2019).

Cooperative inquiry is a type of activity research that accentuates interest: all those

included add to the choices about what is to be taken a gander at, the request strategies to be

utilized, the translation of what is found, and the activity which is the subject of the examination.

It is research with individuals, not approximately individuals. Cooperative inquiry is a sort of

activity research pointed toward securing information about the human experience through activity

and joint reflection. CI scrutinizes quantitative, positivist examination on individuals. Such

exploration overlooks the basic freedom of individuals to take an interest in choices about

acquiring information on them (for example, an absence of political support). It produces

information that isn't experientially grounded: the specialists are not associated with the experience

analyzed by the examination, and the 'subjects' are not associated with the choice of the

developments which are utilized to sort out their experience. Subjective, interpretive examination

about individuals is additionally scrutinized where the exploration is planned and deciphered

singularly by the analyst. Notwithstanding, interpretive scientists do incorporate some support in

the event that they try to approve their record with their 'respondents.' Interpretive analysts can

likewise be a part member on the off chance that they do hands-on work, including member

perception (Cain, 2008).

Transformative Leadership

Transformative leadership is all about inspiring and motivating people to grow and work

together efficiently. It is a leadership style that inspires people positive changes in people who

follow this style or the leaders who follow these leadership styles. The transformational theory of

leadership is the one in which the team is working all together, for instance, the leader works in

coordination with the team to identify the needed change and then planning the strategies to

implement this change to prosper the ways of managing the organizational goals (Northouse,

2009).

Transformational leaders have goals like motivating and enabling the followers to do a

job and after that they set some personal goals as well as some goals for their followers so that

they can walk on the right path to achieve these goals (Steinmann, 2018). A transformational

leader has some characteristics like individualized consideration, influence, inspirational

motivation, and intellect which combine to influence their followers positively for the wellbeing

of the organization as well as the individual performance. The individual performance of any

employee is directly influenced by these leaders and their strategies which they apply for the

better management of people and the organizational goals. These characteristics are the main

difference between the other leaders and transformational leaders.

These characteristics are the main difference between the other leaders and

transformational leaders. The individualized consideration means that the leader of a certain

team considers the needs and requirements of all his followers on an individual basis and that he

meets them on an individual basis. This provides a sense of involvement and achievement in the

team members, and they can work comfortably. These leaders pay special attention to their

individual employees to know their individual needs and problems. Then he or she responds to

them accordingly and helps them to solve these issues (Bass, 2010). This technique produces a

supportive climate for the team and helps them in building a strong bond with the leader. This

type of leader is a good listener, he talks and listens to his followers to better understand their

position and problems they are facing, and then develops delegated tasks to ensure that the

followers can work on them according to their intellect. These delegated tasks are then

monitored by the leader without them knowing that they are being monitored but at the back of

the process the leaders are evaluating the leading and the lagging areas of the followers and are

advising them with the additional support and leadership if needed (Diaz-saenz, 2011). In this

way, the transformational leader pays attention to the individual followers and helps them as a

person and not just an employee.

The transformative leader stimulates the ideas and the creativity in followers and

motivates them to do their job creatively by making a safe and comfortable environment so that

employees can work in peace. This type of leader works for bringing out the innovative side of

his employees and that works well for both the employee and the organization (De Jong, 2007).

Transformational leaders are the role models for their followers and when a bulk follows the

same ideology, they can easily challenge the status quo. This style of leadership is directly linked

with the creativity of the employees (Shin, 2003). The status quo is a way the organization works

under the influence of strong management which makes the employees servants, but this

transformative style of leadership ignores it and creates another perspective among employees to

deal with this status quo. This way the leader and the employees work together and create an

atmosphere that is basically comfortable for all the employees. This comfortable environment is

very much needed for the organization and its employees to acquire goals.

Transformative leaders are leaders who have a specific vision. They pass this vision to

their employees or followers and let them communicate their own ideas and creativity to reach

the goals. These leaders are the ones who have the specialty to work with their followers and

inspire and motivate them. They are the role models, and they motivate their employees which

helps them to work efficiently. Research says that the boss or the leaders who are motivating or

inspiring have stronger and successful organizations than the actual bossy ones (carless, 2000).

These motivating leaders motivate their followers to follow them, and, in this way, they create

this coordination which makes their relationship strong. Most of them also get inspired to

become leaders and they also become transformational leaders and inspire more people to work

in this way. When most of the leaders work this way, they transform the organizations they are

working in and make them better. When all the followers of a transformational leader work

together they can maintain the level of communication which is needed to achieve goals.

Transformational leaders are responsible for providing change and movement in the organization

(Tucker, 2004). As these leaders have a vision, they alter the structure of the organization and

influence people to trust them and follow their ways. In short, these leaders sell their vision to

their followers and in return they get the job done.

Transformational leaders motivate their followers and inspire them to identify the

organizational goals and vision. This knowing of the goals of the organization is the most

important step for the employees to work on them. These leaders serve as role models as they

have a certain ideology that makes them unique from one another. This ideology makes them

better leaders as they look at the followers like they are a whole person and not just an employee

of the organization. They motivate their employees to identify the things that they do not know

about the organization. When the employee knows the goals and the vision of the organization in

depth he or she will be able to work on those goals effectively. This leads to the achievement of

goals and the employees feel the sense of achievement which motivates them to work in an even

better way. This motivational and transformational role of the leaders inspires all the employees

to motivate their family and friends and other employees which leads to a positive atmosphere.

Transformational leaders have a certain personality that attracts their employees to listen

and work with them. They also help employees to develop certain personalities which are strong

enough for themselves as well as the people around them. These strong personalities help the

organization to become successful and achieve goals. Transformational leaders have an intellect

and a vision that makes them successful leaders and they share their knowledge and experience

with their followers to help them grow (Blanchard, 2018). When the leader has a vision, he can

easily lead the mass or the team and share that vision with them to equip them with his

experience and knowledge. Sharing of this knowledge and the vision is the main theme of this

leadership style (Paarlberg, 2010). With a lot of positive outcomes, there can be some negative

outcomes of everything including the transformational leadership style. The transformational

leadership style wants the employees or the followers to always agree with the leader. The

influence can also backfire sometimes if the leader or the followers do not get along well

(Andersen, 2015). But most of the time this leadership style works well and hence, most

organizations and leaders adopt this style to manage their goals and achieve them.

Ethics of Transformative Leadership

Charles Curran was a prominent Catholic moral theologian who proposed the

responsibility ethics model. The model emphasizes the importance of keeping good relationships

while at the same time managing one's responsibilities. Curran thought that moral decision-

making should consider the context of relationships and their associated duties rather than

universal principles as detailed in deontological and teleological perspectives (Mada, 2022).

Therefore, the model appreciates that leaders have individual responsibilities to whom they

serve. For example, a manager in charge of a supervisor who is a parent in a local school should

appreciate that they should take deliberate steps to grant such an employee permission to attend

their children's academic days. The approach is critical in transformational leadership because it

emphasizes the leader's responsibility to foster positive relationships, consider stakeholder needs,

and make decisions that uplift the community. By prioritizing relational responsibilities, leaders

can create meaningful change and empower others.

In addition to the Curran responsibility model, the Conscience concept by Richard Gual

examined how Conscience affects leadership. According to Hermann (2020), Conscience is the

capacity to discern right from wrong and make moral judgments by involving individual reason,

will, and emotion. Leaders with conscience are aware of the values required to make a decision

in a particular scenario. Conscience helps leaders navigate extreme moral absolutism by

encouraging leaders to make decisions based on judgments before them and their responsibility.

The following consciousness makes leaders consider that they might be held responsible

in the future for their current actions. In transformational leadership, leaders must consider the

situation before them when making the best decision.

Welch defined ethics of control as a decision-making approach that seeks to eliminate

uncertainty and ambiguity through strict adherence to moral absolutes. It is a contradiction of

Gaul's consciousness. The ethics of control concept is founded on the assumption that there are

clear, universal moral rules that can guide all decisions and actions. In other words, morality can

be measured from a universal point of view (Welch, 2000, as cited in Scott, 2022). Welch

advises that when risks confront leaders, they should use engagement with their teams to

establish a definite solution. Organizations led by leaders with ethics of control have high levels

of open communication and entertain diversity of opinions. Therefore, Welch's idea aligns with

transformational leadership's tenets in encouraging courage to face other leaders in making

decisions. Proponents of transformational leadership and ethics of control agree that leaders

should challenge themselves by accepting opinions from their team members.

In his exploration of systematic injustice, Young defined it as structural and institutional

oppression embedded in social norms, practices, and institutions. He also identified the "Five

Faces of Oppression" as powerlessness, marginalization, cultural imperialism, violence, and

exploitation (Young, 1990, as cited in Dubeau, 2020). He defined exploitation as the transfer of

benefits of labor from one group to the other based on either race m, gender, or class, while

marginalization is the deliberate and systematic exclusion of certain groups from the manful

decision-making in society. When people are marginalized, three become powerless and lose

control of their lives. Cultural imperialism involves the imposition of a dominant group's culture

on others, and where the force seems to fail, there are threats of the use of violence by some

groups over others. Leaders should challenge and dismantle systematic injustice by empowering

marginalized groups and advocating for structural change. Therefore, in addressing systematic

injustices, leaders should critically examine their power structures and treat others with the moral

equality they deserve.

CHAPTER THREE

DATA ANALYSIS

The purpose of the research was to analyze survey data from the MSOL program at

Bethune-Cookman University and identify barriers to online learning faced by the students in the

program. The primary research question was: What are barriers to online learning in a selected

online graduate program? The sub-questions for research included: 1) What are the demographic

or personal barriers for students? 2) What are the instructor or program barriers for students? 3)

What are course/program barriers for students? 4) What are technology barriers for students? 5)

What are individual barriers for students?

Description of Internship Environment Data

The internship environment for this study was the MSOL graduate program at Bethune

Cookman University. The MSOL program currently has ??? students enrolled in the program.

The retention rate for the MSOL program is ????. This program is fully online and uses the

Canvas online learning system to deliver courses. The researcher is currently a student in the

MSOL program and the supervisor is a full time faculty member who teaches solely in the

MSOL program.

Methodology for data gathering AND data review/analysis

In 2015, the MSOL program conducted a survey of MSOL students entitled Barriers to

Online Learning. The survey tool for this data collection was based on specific barriers including

demographic, instructor, course/program and technical. In Spring 2022, the MSOL program

redistributed this survey to current MSOL students. The survey contained ??? questions and ???%

Commented [6]: Get number from Dr. Patel

Commented [7]: Get number from dr. Patel

Commented [CB8]: complete

of MSOL students responded. This data was then summarized and analyzed. A comparative

analysis of the 2015 and 2022 studies was completed.

CHAPTER 4

DATA AND ANALYSIS

The purpose of the research was to analyze survey data from the MSOL program at

Bethune-Cookman University and identify barriers to online learning faced by the students in the

program. The primary research question was: What are the barriers to online learning in a

selected online graduate program? The sub-questions for research included: 1) What are the

demographic or personal barriers for students? 2) What are the instructor or program barriers for

students? 3) What are course/program barriers for students? 4) What are technology barriers for

students? 5) What are individual barriers for students?

In this chapter, the data, analysis, and findings are summarized. Survey results from

2015 are compared to results from 2022.

Analysis of Data and Results

SubQuestion 1 - What are the demographic or personal barriers for students?

Survey participants were asked to disclose their gender. As shown below in Graph 1,

in 2015, 22% of students were male and 31% were female. In 2022, 20% of respondents were.

male and 80% were female. The MSOL program continues to have a higher population of

female students than male students.

Graph 1 - What is your Gender?

Commented [CB9]: We are comparing results from 2015 to 2022 to see what changed. So a summary statement for this demographic information is the MSOL program continues to have a higher population of female students than male students.

Survey respondents were asked to disclose their ages. As shown on Graph 2 below, in

2015, 47% were between 18-25, 4% were 26-30, 11% were between 31-35, 11% were between

36-40 and 26% were above 40. In 2022, 21% were between 18 and 25 years old, 43% were 31 –

35, and 36% were over 40.

Graph 2 - What is your age?

Male Female

Gender

2015 2022

Commented [CB10]: Please center all graphs

Commented [CB11]: State percentages for 2015, then 2022

11 11

18-25 26-30 31-35 36-40 over 40

Age

2015 2022

Survey participants were asked to disclose their race. As shown in Graph 3 below, in

2015, 8% white, 77% African American, 8% Hispanic, an 8% were other. In 2022, 13% were

white, 73% were African American, and 13% were “other.” Commented [CB12]: State info from 2015 then 2022

Commented [CB13R12]: Do this for all charts/graphs in this chapter.

Graph 3 - What is your race?

Survey participants were asked if they had any children. As shown below in Graph 4, In

2015 42% stated yes, and 31% stated no. In 2022, 73% stated yes, and 27% stated no.

Graph 4 - Do you have children?

8 8 13

0 10 20 30 40 50 60 70 80 90

White African American

Hispanic Asian Native Hawaiian or

Pacific Islander

Other

Ethnicity

2015 2022

Survey participants were asked if they had children who resided with them. As

shown below in Graph 5, In 2015 73% stated yes and 27% stated no. In 2022, 60% stated yes

and 40% stated no.

Graph 5 - Do you have children who live with you?

yes no

Children

2015 2022

Survey participants were asked to disclose the type of undergraduate school they

attended. As shown below in Graph 6, In 2015, 15% stated a majority white four-year

institution, 55% stated and HBCU, and 9% stated a private institution. In 2022, 7% stated

community college, 27% stated a majority white four-year institution, 47% stated an HBCU,

13% stated a private institution, and 7% stated “other.”

yes no

Children Living in Home

2015 2022

Graph 6 - Please choose the type of undergraduate school you attended.

Survey participants were asked what percentage of their undergraduate coursework was

completed online. As shown in Graph 7 below, in 2015 27% stated 10%, 7% stated 20%, 13%

stated 30%, 20% stated 50%, and 7% stated 60%, 7% stated 80%, 7% stated 90%, and 13%

stated 100%.

Community College Majority White Four Year Institution

HBCU Private Institution

Undergraduate School

2015 2022

Graph 7 - What percentage of your undergraduate coursework was online?

Community College Majority White Four Year Institution

HBCU Private Institution

Undergraduate School

2015 2022

Survey participants were asked if they are currently employed. As shown below on

Graph 8, In 2015 62% were fulltime, 23% were part time and 15% were unemployed. In 2022

87% stated fulltime, and 13% stated unemployed.

Graph 8 - Are you currently employed?

Survey participants were asked to briefly describe the nature of their employment. The

responses are captured on Table 1 below.

Chart 1 - Nature of Job

Briefly describe the nature of your job such as: for profit-customer relations department or nonprofit social service.

Law Enforcement officer, government

For profit- employee relations department

I work in the office of student success and retention here at BCU.

23 15

100

Full time Part time Unemployed

Employment

2015 2022

Commented [CB14]: Make a 2 column chart. One column for 2015 and one for 2022

Commented [CB15R14]: Do you have data for this question from 2015 and 2022?

Commented [CB16R14]: If Not, then delete this chart.

Hospitality Industry

higher education

Government, law enforcement

I am the Coordinator of the Retention Center for an HBCU.

Non-profit foundation

Academic advisor at a HBCU.

Supervisor

For profit employee relations

SubQuestion 2 - What are the instructor or program barriers for students?

Survey participants were asked a series of questions regarding instructor barriers to their

online learning experiences.

Participants were asked if their instructors were flexible. As shown below on graph 10 In

2015 48% strongly agreed, 44% agreed, and 6% disagreed. In 2022, 67% strongly agreed, 33%

agreed, and 7% disagreed.

Commented [CB17]: On what graph? Make sure all of your paragraphs refer to the graph below (state the number of the graph)

Graph 10– Instructor Barriers

Participants were asked if instructors are available on-line for help. As shown below, in

2015, 37% strongly agreed, 56% agreed and 6% disagree. In 2022, 53% strongly agreed and

47% agreed.

Graph 11– Are instructors available online for help ?

48 44

Strongly Agree Agree Disagree Strongly Disagree

My instructor is flexible.

2015 2022

Graph 12– Are Instructors effective at interacting online ?

Participants were asked if instructors are effective at interacting online. As shown below,

in 2015, 36% strongly agreed, 50% agreed, 8% disagreed. In 2022, 60% strongly agreed, 27%

agreed and 13% disagreed.

Strongly Agree Agree Disagree Strongly Disagree

My instructors are generally available on-line for help.

2015 2022

Commented [CB18]: All graphs need numbers and titles above them

Graph 13– Are Instructors accommodating to individual differences ?

Participants were asked if instructors are accommodating to individual differences. As

shown below, in 2015 48% strongly agreed, and 48% agreed. In 2022, 67% strongly agreed, 27%

agreed, and 7% disagreed.

Strongly Agree Agree Disagree Strongly Disagree

My instructors are effective with interacting on-line.

2015 2022

Graph 14– Does Instructors provide timely feedback ?

Participants were asked is instructors provide timely feedback. As shown below, in 2015

27% strongly agreed, 60% agreed, and 10% disagreed. In 2022, 67% strongly agreed and 33%

agreed.

48 48

Strongly Agree Agree Disagree Strongly Disagree

My instructors are accommodating to individual differences.

2015 2022

Graph 10– Instructors are willing to provide extra help.

Participants were asked if instructors are willing to provide extra help. As shown below,

in 2015 54% strongly agreed, and 45% agreed. In 2022 73% strongly agreed, 20% agreed, and

7% disagreed.

Strongly Agree Agree Disagree Strongly Disagree

My instructors provide timely feedback.

2015 2022

Subquestion 3 – What are course/program barriers for students ?

Survey participants were asked a series of questions regarding the course and/or program.

barriers to their online experiences.

Participants were asked if they felt the demands of the course were too high. As shown.

below, in 2015 6% strongly agreed, 25% agreed, and 67% disagreed. In 2022, 7% agreed, 73%

disagreed, and 20% strongly disagreed.

Graph 11 - Course/Program Barriers

Strongly Agree Agree Disagree Strongly Disagree

My instructors are willing to provide extra help.

2015 2022

Graph 10– Coursework/Personal Time

Participants were asked if the number of hours required for coursework in this program

left time for personal life. As shown below, in 2015, 7% strongly agreed, 31% agreed, and 6%

disagreed. In 2022, 13% agreed, 67% disagreed, and 20% strongly disagreed.

Strongly Agree Agree Disagree Strongly Disagree

I feel that the demands of the course were too high.

2015 2022

Graph 11– Difficulties with jobs/virtual class assignments

Participants were asked if it is very difficult to meet the demands of their jobs and Virtual.

Class requirements. As shown below, in 2015 17% strongly agreed, 27% agreed, and 56%

disagreed. In 2022, 27% agreed, 60% disagreed, and 13% strongly disagreed.

6 13

Strongly Agree Agree Disagree Strongly Disagree

The number of hours required for coursework in this program leave no time for personal life.

2015 2022

Graph 12– Course Hours

Participants were asked if they thought the number of course hours required each.

The semester was too much. As shown below, in 2105,15% agreed, and 79% disagreed. In 2022,

7% agreed, 67% disagreed, and 20% strongly. disagreed.

Strongly Agree Agree Disagree Strongly Disagree

It is very difficult to meet the demands of my job and Virtual Class requirements.

2015 2022

Graph 13–Time for thesis work

Participants were asked if they had enough time to finish coursework and work on

their thesis/capstone papers. As shown below, in 2015 47% agreed, 41% disagreed, and 8%

trongly disagreed. In 2022, 13% strongly agreed, 40% agreed, 40% disagreed,

and 7% strongly disagreed.

Strongly Agree Agree Disagree Strongly Disagree

I think the number of course hours required per semester is too much.

2015 2022

Graph 14– Coursework without Thesis/Capstone Research

Participants were asked if they could better handle coursework without the thesis/capstone

required research. As shown below, in 2105, 8% strongly agreed, 61% agreed, and 31%

disagreed. In 2022, 20% strongly agreed, 7% agreed, 73% disagreed, and 20% strongly

disagreed.

8 13

40 40

0 5

10 15 20 25 30 35 40 45 50

Strongly Agree Agree Disagree Strongly Disagree

I have time to complete my coursework and work on my thesis.

2015 2022

Graph 15– Academic Advisor support

Participants were asked if they always received support from their academic advisor. As

shown below, in 2015, 30% strongly agreed, 57% agreed, and 10% disagreed. In 2022, 33%

strongly agreed, 40% agreed, 7% disagreed, and 13% strongly disagreed.

Strongly Agree Agree Disagree Strongly Disagree

I could handle the course work if I did not have to work on my thesis.

2015 2022

SubQuestion 4 - What are technology barriers for students?

Survey participants were asked a series of questions regarding the technical barriers to

their online learning experiences.

Graph 16– Instructor Barriers

The results of those questions are displayed below on Graph 16. Participants were asked

if they could effectively navigate through their online courses. As shown below, in 2015, 23%

strongly agreed, 56% agreed, 15% disagreed, and 6% strongly disagreed. In 2022, 53% strongly

agreed and 47% agreed.

Strongly Agree Agree Disagree Strongly Disagree

I always get support from my thesis advisor.

2015 2022

Graph 17– Technical Skills

Participants were asked if they had the technical skills needed to complete course

assignments. As shown below, in 2015, 37% strongly agreed, 54% agreed, 6% disagreed, and

6% strongly disagreed. In 2022, 53% strongly agreed and 47% agreed.

Strongly Agree Agree Disagree Strongly Disagree

I can navigate effectively through my on-line courses.

2015 2022

Participants were asked if they consistently have access to a computer that serves the needs

of the online program. As shown below, in 2015, 35% strongly agreed, 48% agreed, and 13%

disagreed. In 2022, 33% strongly agreed, 53% agreed, 7% disagreed, and 7% strongly disagreed.

Graph 18– Computer Access

6 6

53 47

Strongly Agree Agree Disagree Strongly Disagree

I have the technical skills to complete all assignments in my courses.

2015 2022

Graph 19– High Speed Internet Access

Participants were asked if they have high speed internet available to complete

coursework. As shown below, in 2015, 40% strongly agreed, and 54% agreed. In 2022, 40%

strongly agreed, 47% agreed, 7% disagreed, and 7% strongly disagreed.

Strongly Agree Agree Disagree Strongly Disagree

I always have access to a computer that serves the needs of my on-line courses.

2015 2022

Graph 20– Effective use of software

Participants were asked if they could effectively use the software required in their

courses. As shown below, in 2015, 37% strongly agreed, 33% agreed, and 8% disagreed. In

2022, 47% strongly agreed, 47% agreed, and 7% disagreed.

7 7

Strongly Agree Agree Disagree Strongly Disagree

I have high speed internet available to complete my course work.

2015 2022

Graph 21– Technical Help

Participants were asked if they always received technical help online when they needed

it. As shown below, in 2015, 23% strongly agreed, 48% agreed, and 25% disagreed. In 2022,

47% strongly agreed, 33% agreed, and 20% disagreed.

47 47

7 7

Strongly Agree Agree Disagree Strongly Disagree

I can use all the software required in my courses.

2015 2022

Graph 22– Canvas Course Navigation

Participants were asked if Canvas course navigation was easy to use. As shown below, in

2015, 25%, 49%, and 25% disagreed. In 2022, 60% strongly agreed and 40% agreed.

Strongly Agree Agree Disagree Strongly Disagree

I can always get technical help with my on-line courses when I need it.

2015 2022

Strongly Agree Agree Disagree Strongly Disagree

Canvas course navigation is effective and easy to use.

2015 2022

Subquestion 5 – What are individual barriers for students ?

Survey participants were asked a series of questions regarding the individual barriers to

their online learning experiences.

Participants were asked if they were afraid to learn using new technologies. As shown

below, in 2015, 25% Disagreed and 94% Strongly disagreed. In 2022 7% strongly agreed, 7%

agreed, 20% disagreed, and 40% strongly disagreed.

Graph 23- Using new technology

Participants were asked if they do not trust sharing their work online with their

instructors. As shown below, in 2015, 92% Strongly disagreed. In 2022, 53% disagreed, and

47% strongly disagreed.

Graph 24- Sharing work online with instructors.

7 7

100

Strongly Agree Agree Disagree Strongly Disagree

I am afraid to learn using new technologies.

2015 2022

Participants were asked if they do not find online learning as engaging as face-to-face

learning. As shown below, in 2015, 40% agreed, and 52% Strongly disagreed. In 2022 7%

strongly agreed, 20% agreed, 47% disagreed, and 40% strongly disagreed.

Graph 25- On-Line Learning vs. Face-to-Face

53 47

100

Strongly Agree Agree Disagree Strongly Disagree

I do not trust sharing work on-line with my instructors.

2015 2022

Participants were asked if they feel isolated in an online learning environment. As shown

below, in 2015, 7% strongly agreed, 20% agreed, and 77% strongly disagreed. In 2022 19%

strongly agreed, 40% disagreed, and 40% strongly disagreed.

Graph 26- Isolated On-Line Learning

Strongly Agree Agree Disagree Strongly Disagree

I do not find on-line learning as engaging as face-to- face learning.

2015 2022

Participants were asked if they find it difficult to be motivated to work on their own. As

shown below, in 2015, 25% Agreed and 72% Strongly disagreed. In 2022 7% strongly agreed,

20% agreed, 60% disagreed, and 13% strongly disagreed.

Graph 27- Difficulty Being Motivated

40 40

Strongly Agree Agree Disagree Strongly Disagree

I feel isolated in an on-line learning enviroment.

2015 2022

Commented [CB19]: Make sure all of your graphs are capitalized.

Commented [CB20R19]: Make sure there are no periods at the end of the title

Participants were asked if they were distracted by family member's noise and other

disruptions when trying to work on my courses. As shown below, in 2015, 24% agreed and 71%

Strongly disagreed. In 2022 7% strongly agreed, 40% agreed, 33% disagreed, and 20% strongly

disagreed.

Graph 28- Distractions

Strongly Agree Agree Disagree Strongly Disagree

I find it difficult to be motivated to work on my own.

2015 2022

Participants were asked if they find it difficult to establish relationships and feel a

personal connection to the courses they take. As shown below, in 2015, 17% agreed and 77%

Strongly disagreed. In 2022 27% agreed, 60% disagreed, and 13% strongly disagreed.

Graph 29- Establishing relationships

40 33

Strongly Agree Agree Disagree Strongly Disagree

I am distracted by family member's and noise and other disruptions when trying to work on my courses.

2015 2022

Participants were asked if they tend to procrastinate and find it difficult to work on online

assignments. As shown below, in 2015, 38% agreed and 54% Strongly disagreed. In 2022 20%

strongly agreed, 60% agreed, 7% disagreed, and 13% strongly disagreed.

Graph 30- Procrastination

Strongly Agree Agree Disagree Strongly Disagree

I find it difficult to establish relationships and feel a personal connection to the courses I take.

2015 2022

Participants were asked if their on-line environment does not give them enough time to

complete assignments. As shown below, in 2015, 16% agreed and 82% Strongly disagreed. In

2022 7% agreed, 71% disagreed, and 40% strongly disagreed.

Graph 31- On-line environment

7 13

Strongly Agree Agree Disagree Strongly Disagree

I tend to procrastinate and find it difficult to work on online assignments.

2015 2022

Participants were asked if their on-line learning cuts into my personal time. As shown

below, in 2015, 37% agreed and 58% Strongly disagreed. In 2022 1% strongly agreed, 13%

agreed, 80% disagreed, and 7% strongly disagreed.

Graph 32- On-line Learning vs Personal time

Strongly Agree Agree Disagree Strongly Disagree

On-line environment does not give me enough time to complete assignments.

2015 2022

Participants were asked if their online learning technology was too costly for them. As

shown below, in 2015, 88% Strongly disagreed. In 2022, 7% strongly agreed, 20% agreed, 60%

disagreed, and 13% strongly disagreed.

Graph 33- Online Technology too expensive

Strongly Agree Agree Disagree Strongly Disagree

On-line learning cuts into my personal time.

2015 2022

Participants were asked if they lacked family, employer, or friend's support. in 2015, 79%

Strongly disagreed. In 2022 7% strongly agreed, 15% agreed, 60% disagreed, and 33% strongly

disagreed.

Graph 34- Lack of Support

100

Strongly Agree Agree Disagree Strongly Disagree

On-line learning tecnology is too costly for me.

2015 2022

Participants were asked if they believed that online courses offer grading that is free from

prejudices such as age, gender, or race. in 2015, 33% strongly agree, 33% agree, 35% Strongly

disagreed. In 2022 40% strongly agreed, 47% agreed, 7% disagreed, and 33% strongly disagreed.

Graph 35- Grading without prejudice

Strongly Agree Agree Disagree Strongly Disagree

I lack family, employer or friend's support.

2015 2022

Participants were asked to provide any other comments regarding barriers to online.

earnings. The open-ended responses cited unpredictable life interferences (relationships,

financial issues, mental health, etc.) as barriers students face. It was suggested that these barriers

could be overcome through effective communication and collaboration between students and

instructors.

Chart 2 – Open-Ended Comments Please provide any other comments that you may have regarding barriers to online learning.

None currently

33 33 35 40

0 5

10 15 20 25 30 35 40 45 50

Strongly Agree Agree Disagree Strongly Disagree

I believe that on-line courses offer grading that is free from prejudices such as age, gender or race.

2015 2022

Commented [CB21]: Make a two column chart that displays 2015 and 2022 data

Commented [CB22R21]: If their were no open ended responses on the 2015 or the 2022 surveys, please delete this chart.

Key Points

SubQuestion 1 - What are the demographic or personal barriers for students?

• The female population of students more than doubled between 2015 and 2022.

• The average age range of students has shifted from students between 18 and 25 to

students over 40 years old.

• The majority of the students have and continue to be majority African American.

• The percentage of students who are white/other has remained the same.

• The majority of students with children has shifted from a majority of “no” to an almost

equal split.

• There were significantly less students in 2022 who had children living in their homes

than in 2015.

• The majority of students continue to have graduated from HBCU with their

undergraduate degrees.

• The percentage of students with experience with online coursework remains the same.

• The number of students who are full-time employed has only slightly increased.

SubQuestion 2 - What are the instructor or program barriers for students?

• The majority of students continue to agree that instructors are flexible.

• The majority of students continue to agree that instructors are generally available for

online help.

• There was a slight increase in the number of students who agreed that instructors are

effective with interacting online.

• The majority of students continued to agree that instructors are accommodating to

individual differences.

• There was an increase in the number of students who agreed that instructors provide

timely feedback.

• There was a slight increase in the number of students who agreed that instructors are

willing to provide extra help for students.

Subquestion 3 – What are course/program barriers for students ?

• The majority of students continue to agree that course demands are not too high.

• The majority of students in 2022 disagreed that the number of course hours left no time

for personal life. This showed a significant increase between 2015 and 2022.

• The majority of students continue to agree that it is not difficult to meet the demands of

their jobs and virtual class requirements.

• The majority of students continue to agree that course hours required each semester are

not too much.

• The students continue to be split almost equally between agreeing and disagreeing that

they have enough time to work on coursework and their thesis/capstone.

• In 2015, students agreed that they could handle the course work better if they did not

have to work on their thesis/capstone. In 2022, the majority of students disagreed with

this.

• Students continue to agree that they receive support from their thesis advisors.

SubQuestion 4 - What are technology barriers for students?

• Students continue to agree that they can navigate effectively through their online courses.

• Students continue to agree that they possess the technical skills necessary for their course

assignments.

• Students continue to agree that they have access to a computer that meets the needs of the

online program.

• Students continue to agree that they have access to high-speed internet for course work.

• Students continue to agree that they are able to use the software required in their online

courses.

• Students continue to agree that they are able to receive technical assistance with their

online courses when needed.

• Students continue to agree that the online course navigation is effective and easy to use.

Subquestion 5 – What are individual barriers for students ?

• In 2015, a majority of students reported not being afraid on learning/using new

technologies. That percentage significantly dropped in 2022.

• The majority of students maintain that they trust sharing their online work with their

instructors.

• The majority of students continue to agree that online learning is as engaging as face to

face learning. However, the percentage of students who did not agree with this in 2015

was double that of students who did not agree in 2022.

• The majority of students do not feel isolated in an online learning environment.

• The majority of students continue to disagree that they find it difficult to be motivated to

work on their own.

• In 2015, the majority of students reported that they are not distracted by family members’

noise or other disruptions. In 2022, this percentage dropped. The number of students

who agreed that they face home distractions double from 2015 to 2022.

• Students continue to agree that they do not find it difficult to establish relationships/feel

personal connections to online courses.

• In 2015, the majority of students reported that they do not tend to procrastinate or find

difficulties working with online assignments. In 2022, the majority of students stated that

they did tend to procrastinate.

• Students continue to agree that they receive enough time to complete assignments.

• The majority of students continue to report that online learning does not disrupt their

personal time. The number of students who did feel the online coursework affected their

personal time was double in 2015 than it was in 2022.

• The majority of students continue to disagree that online learning technology is too

costly.

• The majority of students continue to agree that they have adequate family, employer, or

friends’ support.

• The majority of students continue to agree that online courses offer grading that is free

from prejudices (age, gender or race). The percentage of students who disagree has

remained the same from 2015 – 2022.

CHAPTER FIVE

CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

The purpose of the research was to analyze survey data from the MSOL program at

Bethune-Cookman University and identify barriers to online learning faced by the students in the

program. The primary research question was: What are barriers to online learning in a selected

online graduate program? The sub-questions for research included: 1) What are the demographic

or personal barriers for students? 2) What are the instructor or program barriers for students? 3)

What are technology barriers for students? 4) What are individual barriers for students?

Sub Question 1 - What are the demographic or personal barriers for students?

Conclusions from Findings

A critical evaluation of the findings, it was clear that most students are female (80%) and

African, and among those, 73% have children, with 60% living at home with them (60%), which

could create personal barriers and distractions when trying to complete online coursework. In

addition, 43% of the students were 31-35 years old, and 36% were over 40 years old, suggesting

that they have potential differences in technological skills compared to younger traditional

students. Most students are employed full-time (87%), adding additional time constraints on top

of family responsibilities when it comes to dedicating time to online learning

Implications

The demographic makeup of a largely female, working parent population in the online

program points to potential systemic barriers and the need for inclusive program design to avoid

marginalization. As a result, from a transformative leadership ethics perspective, there is a need

Commented [CB23]: It seems here you are lumping all of the data together. Remember this is a comparative analysis. Your conclusions should be comparing 2015 to 2022.

Formatted: Not Highlight

for the program to evaluate policies that may disadvantage or exclude these demographic groups

from equitable participation. Equally, institutional cultural norms that fail to account for their

ability to offer services should be avoided.

Recommendations

As for the research question and the findings, the program must provide enhanced student

support services tailored to a wide range of demographics as illustrated. In addition, there is a

need to evaluate course design and technology requirements to maximize flexibility and reduce

potential barriers for these demographic groups. To make such decisions, organizations must

gather additional qualitative data from diverse students' experiences to understand individualized

needs and contexts better.

Subquestion 2 - What are the instructor or program barriers for students ?

Conclusions from Findings

The survey data shows that most students feel their instructors are flexible, available

online, and effective at interacting virtually. Therefore, it would be true to say that teachers can

accommodate individual differences among learners and are willing to offer extra help when

needed. Collectively, the instructor-related barriers are relatively low for students in the MSOL

program.

Implications

The findings imply that the MSOL program has created an online learning environment

where instructors proactively support students. It then follows that it aligns with the relational

and collaborative principles of transformative leadership by fostering positive student-instructor

relationships that empower students to succeed. Appropriate improvements make it possible to

range the program as learner sensitive.

Recommendations

While instructor barriers appear low, the program should still evaluate and enhance

instructor training. By providing the instructors with them with more resources will help to

maintain a high-quality online instruction environment. As identified in different parts of the

literature review, the program should also further engage learners to identify any remaining

instructor challenges. The program should also ensure consistent instructor engagement across

all courses.

Subquestion 3 - What are technology barriers for students?

The survey data indicates that most students in the MSOL program do not face significant

technology barriers. Most of them could effectively handle online courses because they had the

required technical skills, internet access, and the ability to use the required software. Therefore,

the study suggests technology is generally not a major obstacle to online learning in this

program.

Implications

The ethical implications are that lack of access to technology can marginalize certain

groups from equal educational opportunities. However, these findings show the MSOL program

provides adequate technological resources and support to prevent such marginalization of its

students. The institution addresses potential technology barriers from a transformational

leadership approach to create an enabling environment for all. This facilitates personal growth

and transformation among learners.

Recommendations

While technology barriers are relatively low currently, the program leaders should

continue to monitor technology issues as they evolve, which means that there is a need for

continuous consultations with learners. As noted by Hoi et al. (2021), the program should also

consider providing supplemental technology training and resources for students who face

difficulties with specific tools or skills.

Limitations of Findings

These findings are specific to the MSOL program at Bethune-Cook Man University and

may not be generalizable to all online graduate programs. In addition, this study relied on self-

reported survey data, which, according to Kuo (2014), could potentially suffer from response

biases. However, deliberate measures were taken to control the bias by collecting anonymous

data and ensuring that there are extensive questions through different research questions.

Implementation Plan

The recommendations will be implemented collaboratively. Key stakeholders in the plan

include faculty, administrators, and students. Taking a participatory approach aligns with

transformative leadership's emphasis on a collective approach to responsibility. Notably,

adequate resources will be required to truly empower and include all stakeholders in enacting

positive changes based on the findings.

Overall Summary

The key takeaway from this study is that open communication and building a good

relationship between students and instructors is crucial for overcoming online learning barriers,

which supports Curran (1999) "rationality-responsibility" ethics model. In addition, as noted by

Curran, the moral responsibility of active participation in the review of technology integration in

learning is critical to transformative online education.

REFERENCES

At least 30 references related to your topic and action research in APA format.

Amponsah, S., & Bekele, T. A. (2023). Exploring strategies for including visually impaired

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APPENDIX A

CITI CERTIFICATE

APPENDIX B

EMPLOYER AGREEMENT FORM

PASTE EMPLOYER AGREEMENT FORM HERE

APPENDIX C

INTERNSHIP LOG FORM

INSEERT A COPY OF THE COMPLETED AND SIGNED COPY OF THE INTERNDSHIP

LOG FORM HERE.

APPENDIX E

MENTOR EVALUATION FORM

INSERT COPY OF THE MENTOR EVALUATION FORM HERE. IT MUST BE FINALIZED

AND SIGNED.

APPENDIX F

DATA FILES

ATTACH ALL DATA FILES HERE