Computers and Composition Mar 2025 Open Access

High-context instruction: A case study of community college student responses for academic success in online composition courses

Roberto Rojas-Alfaro Western Governors University ; Jeshua Enriquez Salt Lake Community College

Abstract

• Hispanic women engage more in check-in assignments than men. • Hispanic enrollment (37.71 %) exceeds community college average. • Main themes: course perceptions, personal challenges, faculty-student relations. • Check-in assignments enhance engagement and faculty-student bonds for Hispanic women. • Advanced course students report more personal challenges, greater faculty reliance. While online community college students’ engagement with coursework, class retention, and motivation to participate are critical for academic success, these needs often go unmet for diverse and underrepresented populations, especially in the absence of culturally responsive and inclusive teaching practices. This study contributes to the limited research on culturally responsive pedagogy in online community college settings by exploring the implementation and impact of high-context communication practices in that setting, with a focus on improving engagement and academic outcomes for diverse student populations. Drawing on frameworks of culturally responsive teaching and high-context communication, the research examines the effectiveness of “check-in assignments” as a low-stakes, personalized intervention designed to foster stronger faculty-student relationships, enhance student belonging, and bridge cultural communication gaps in online learning environments. Using a mixed-methods approach, the study analyzes quantitative data on assignment engagement and qualitative themes from student responses. Findings indicate that high-context communication practices promote deeper engagement, especially among Hispanic and non-Hispanic females, while highlighting disparities in engagement among male students. Key themes—course perceptions, personal challenges, and faculty-student relationships—underscore the role of culturally informed interventions in addressing the needs of underrepresented groups and enhancing engagement and academic success. Future research could expand on these findings by exploring longitudinal outcomes and adaptive strategies for diverse learning environments.

Journal
Computers and Composition
Published
2025-03-01
DOI
10.1016/j.compcom.2025.102920
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Topics
writing pedagogy two-year college teacher development qualitative research online writing instruction race and writing
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