ORCID

https://orcid.org/0009-0007-2657-4167

Date of Award

2026

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Barbara Cozza

Second Advisor

Weedens Blanchard

Third Advisor

Anthony Annunziato

Abstract

The rapid expansion of online learning in higher education following the COVID-19 pandemic has transformed community colleges, positioning virtual education as both an access strategy and an institutional survival mechanism. Despite significant growth in online education programs, persistent gaps remain in understanding how students experience learning within fully online environments. This qualitative phenomenological study investigates the lived experiences of undergraduate students enrolled in asynchronous online courses at a public community college in upstate New York. Grounded in Constructivist learning theory and informed by User Experience design principles, the study explores how students engage with and through institutional learning technologies, construct meaning in virtual spaces, and perceive opportunities for improvement in online education. Using a three-phase phenomenological interview process conducted over a full academic semester, five students enrolled in asynchronous online courses participated in in-depth semi-structured interviews at the beginning, midpoint, and conclusion of the Fall 2025 semester. Data sources included interview transcripts, analytic memos, and observational documentation, and a hybrid inductive and deductive coding process was employed to identify emergent themes while maintaining alignment with the study’s theoretical and conceptual frameworks. Findings indicate that student experiences in online community college settings are shaped by interconnected domains surrounding technological usability and reliability, engagement with faculty and peers, emotional and motivational factors influencing persistence, and evolving interactions with artificial intelligence tools. Students emphasized the importance of intuitive platform design, consistent communication, and accessible course structures in reducing cognitive overload and supporting academic confidence. While online learning offered flexibility and autonomy, a diminished sense of belonging and limited peer interaction emerged as ongoing challenges. The integration of generative artificial intelligence tools introduced both perceived academic support and concerns related to equity and appropriate usage. This study contributes to the growing body of research advocating for user-centered design and equity-focused innovation in online higher education, suggesting that sustainable improvement in community college online programs requires continuous student feedback, intentional alignment between pedagogical theory and technological infrastructure, and transparent policies surrounding emerging technologies.

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