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                            Nova Southeastern University
NSUWorks
	10-1-2016
The lived experience of the English as a Second Language RN-BSN degree completion student integrating to an online learning environment
	Sonique S. Sailsman
		NSUWorks Citation
Microsoft Word - 09252016_FINAL COPY DISSERTATION.docx
                        
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Nova Southeastern University
NSUWorks

Ron and Kathy Assaf College of Nursing Student
Theses, Dissertations and Capstones

Ron and Kathy Assaf College of Nursing

10-1-2016

The lived experience of the English as a Second
Language RN-BSN degree completion student
integrating to an online learning environment
Sonique S. Sailsman
Nova Southeastern University

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online learning environment. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Nursing. (27)
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Page 2

THE LIVED EXPERIENCE OF THE ENGLISH AS A SECOND LANGUAGE
RN-BSN DEGREE COMPLETION STUDENT INTEGRATING TO AN ONLINE

LEARNING ENVIRONMENT





Presented in Partial Fulfillment of the
Requirements for the Degree of

Doctor of Philosophy in Nursing Education






Nova Southeastern University






Sonique Sophia Sailsman
2016

Page 96

85



In class you’re able to just ask your neighbor “What does she mean about that?’
“Oh that’s what I have to do!” or “What was that paper about?’ So in online you
really don’t have that . . . that is definitely the other side of being in [the]
classroom versus being online.


Michelle (H), who described herself as a social butterfly, explained how the two

environments differed for her. “I think online it is harder to relate to a student than face to

face . . . I think there is better communication on like face to face than online classes.”

I miss like . . . I feel like the connection as far as communication, as far as events,
activities different other programs in the school I really didn’t hear too much
about . . . I didn’t like that.


In a moment of reflection, Michelle (H) offered her appreciation and preference

for the face-to-face environment.

I honestly I have always been a better face to face learner . . . I think it is better
that way for me and I think as a student I think after doing online classes I really
do appreciate face to face classes better.


Trying to Figure It Out

Participants expressed how their initial concerns about engaging in online

learning caused them to feel overwhelmed and uncertain. Insecurities about English

language communication and the workload produced anxieties and fears. Janet (O), a

forty-something immigrant from the Philippines shared, “That is one of my fears in my

anxiety on day one of my online class . . . how can I communicate with them how can I

you know . . . my English is not good.” She went on to elaborate that her fears were

rooted in her lack of confidence in navigating online. She expressed that she was scared

that she would “miss some assignments . . . some homework . . . and I don’t like that.”

Simone (H) echoed a similar sentiment. “Well the fear of not being able to do

well or missing something.” She continued more specifically about her encounters with

faculty and their expectations for proper writing.

Page 97

86



All they want is you to write the way American English is or whatever they are
looking forward to, period. So I am focusing on doing what is needed at the time .
. . or what the teacher expects.


Hope (H) admitted that she was ignorant to what online learning entailed and the

expectations of how to navigate her classroom. She explained the following:

Well I did not know how this was going to run . . . just trying to figure out . . . and
how to get the papers in on time and how you communicate to the teacher.


Linda (O) expressed her exacerbation when reflecting on the required amount of

writing in her online courses.

I know it’s a little more tedious than the associates degree program you know
especially with the formatting and umm the writing of the papers . . . Oh My god! Just the
thought of it would just . . . Whooooo!! Anxiety!!


The desire to do well and meet the course and faculty expectations was a common

feeling among the participants.

As Hope (H) put it, “You want to make sure you are not second guessing and,

hopefully, you are following the directions of what they wanted you to do.”

Getting Use to It

Participants shared that their comfort with the online program and the

expectations improved over time. They shared feelings of getting used to the process as

they advanced in the program and understood how to balance the workload and utilize the

resources. Simone (H) shared, “In the beginning it was a little bit challenging . . . once I

start being organized and knowing what I need to do, when is the due date and all that

yeah it went pretty well.” During her first online class, Hope (H) had periods of

frustration and confusion as she attempted to navigate her class. However, she persevered

and had these sentiments, “I feel now that this is my last semester that I like it now

because I have gotten used to it. I know what to expect now.”

Page 191

180



Appendix G

Themes







Major Themes Key Language Subthemes

Understanding the
Online Classroom


The experience of
navigating the
demands and
expectations of
online learning


Time

Missing Face-to-Face

Trying to Figure it Out

Getting Used to It

Making the Choice

Expressing Culture

Online



The experience of
engaging with and
learning from peers
of various cultures
online


Cultural Encounters Online

Alone but Not Lonely The experience of
working physically
alone but having the
opportunity to
connect with others

No Real Connection

Comradery in Group Work

A Hybrid Connection

Cultural and Language Familiarity

Writing as a
Surmountable Barrier

The experience of
the process of
writing in a second
language as an
online student

Understanding of Language

Working Through the Writing Process

Comparison of Self to Peers

Resources for Writing

Faculty Role in the
Online Journey


The experience of
receiving faculty
support as an online
ESL student

Faculty Support and Feedback

Faculty Cultural Awareness

Page 192

181



Appendix H

Conceptual Map







Online
 
Classroom
 
Integration
 
 

Understanding
 
the
 Online
 
Classroom
 
 

Expressing
 
Culture
 Online
 

Alone
 but
 Not
 
Lonely
 
 

Writing
 as
 a
 
Surmountable
 

Barrier
 
 

Faculty
 Role
 in
 
the
 Online
 
Journey

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