A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction

Autor/in	Murphy, Jillmarie Guthrie
Titel	A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction
Quelle	(2018), (110 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-1431-2
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Teacher Attitudes; Electronic Learning; Online Courses; Undergraduate Students; Institutional Role; College Faculty; Teaching Methods; Semi Structured Interviews; Constructivism (Learning); Student Centered Learning; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Online course; Online-Kurs; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsmedien
Abstract	Online learning is dynamic, and due to increased popularity, it is rapidly expanding at the post-secondary level. Technology has changed the way students acquire new information. Online faculty are responsible for supporting the academic success of their online undergraduate students in a technology-rich learning environment. The instructional role of online faculty necessitates additional pedagogical expertise beyond what is needed in a traditional learning setting. The problem was online faculty are using face-to-face instructional practices instead of implementing principles of learner-centered instruction. The purpose of this qualitative multiple case study was to examine faculty perceptions of using learner-centered instruction for diverse online undergraduate students. The research method was a qualitative, multiple case study using a semi-structured interview protocol. The participants were a purposeful sample of six online faculty who had at least five years of experience instructing online undergraduate students. Online faculty participating in this study shared specific approaches and strategies for utilizing online learner-centered instruction. Participants indicated the use of learner-centered instruction supported the learning needs of diverse online learners. Further research should be conducted with online faculty to determine generalization of findings. Further research should also be conducted to provide additional approaches and strategies to support online learner-centered instruction in a constructivist model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01