| Summary: | Recent evidence indicates that distance learning programs are becoming increasingly popular alternatives to traditional brick-and-mortar classrooms for several reasons, creating a challenge for university educators to develop optimal delivery strategies. However, online students to have less retention, a higher failure rate, and more trouble completing assignments by the deadline. When one takes into consideration immigrant student populations, the retention numbers are even lower. This narrative study explored how immigrant students, particularly students of African descent who are ethnically Afro-Caribbean or Afro-Latino with Afro-Caribbean influence. The purpose of this qualitative narrative analysis study is to better understand how non-traditional U.S. graduate students of foreign descent from the Caribbean describe their online learning relative to their previous traditional learning experiences. Participants of this study were seven professionals who were enrolled in graduate programs and had completed a traditional, brick and mortar bachelor's degree at a Historically Black College/University or a predominantly white college in The United States. All 7 participants shared and described in rich detail their experiences in undergrad and in graduate school as it related to curriculum, teaching and learning methods, socialization, motivation, and calibration. The study drew from Bandura's Social Cognitive Theory with the rationale that the self-efficacy of learners can have a profound effect on their performance in a wide array of settings. Following semi-structured interviews, the data was analyzed inductively manually through review. Additionally, NVivo qualitative analysis software was used in this study to assist with analysis, coding, and extraction of overarching themes. The narratives were collected from a series of semi-structured interviews that provided substantive empirical observations and fresh insights concerning the participants' previous and current educational experiences in both traditional and online settings. Several themes and sub-themes emerged, but five major themes emerged from the thematic coding process that encompassed the participants'' influences from their various learning experiences, including classroom setting, motivation, instructional support, socialization, and confidence. Key findings highlight approaches required for improve learning outcomes. This study concluded with suggestions for further research and implications for theory and practice.--Author's abstract
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