Exploring Online Social Capital Through the Lived-Experiences of Students at a Southern Hispanic Institution: A Transactional Distance Approach

Author

• Marc Anthony Zamorano, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Federico Guerra

Second Advisor

Hilda Silva

Third Advisor

Israel Aguilar

Abstract

This qualitative transcendental phenomenological study examines how first generation Hispanic doctoral students at a southern Hispanic Serving Institution experience online engagement as a context for generating bonding, bridging, and linking social capital. Semi structured-in-depth interviews with 17 participants explored interactions with instructors, peers, course content, and technology. Analysis followed phenomenological reduction procedures to identify the essence of participants lived experiences. Key findings revealed that instructor presence and responsiveness strengthened bonding and linking capital; peer collaboration fostered belonging and bridging capital; and technology mediated tools reduced transactional distance when paired with clear course design and timely feedback. These relational and technological factors collectively supported academic persistence and leadership development among first generation Hispanic doctoral students. Findings suggest that HSIs can enhance online retention by implementing relational pedagogy, community building course structures, and targeted technology onboarding support systems.

Comments

Copyright 2026 Marc Anthony Zamorano. All Rights Reserved. https://proquest.com/docview/3371103970

Recommended Citation

Zamorano, M. A. (2026). Exploring Online Social Capital Through the Lived-Experiences of Students at a Southern Hispanic Institution: A Transactional Distance Approach [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1868