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Autor/in | Katikos, Ashley |
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Titel | Faculty Perceptions of Online Teaching and Learning: An Interpretive Phenomenological Analysis |
Quelle | (2023), (84 Seiten)
PDF als Volltext Ed.D. Dissertation, Northern Arizona University |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 979-8-3795-8710-9 |
Schlagwörter | Hochschulschrift; Dissertation; Teaching Methods; Online Courses; Distance Education; College Faculty; Teacher Attitudes; Transformative Learning; Phenomenology; COVID-19; Pandemics; Educational Change; Learning Theories Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fakultät; Lehrerverhalten; Pädagogische Transformation; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsreform; Learning theory; Lerntheorie |
Abstract | This qualitative phenomenological study was an exploration of the lived experiences and perceptions of five full-time faculty members and their perceptions of online teaching and learning as a result of the COVID-19 pandemic. Semistructured interviews elicited information to describe faculty perceptions of online teaching and learning and further explore the advantages, disadvantages, and challenges of online teaching and learning. With a two-step deductive and inductive coding process grounded in transformational learning theory, this study showed how faculty moved through transformational learning stages and indicated the salient themes associated with faculty perceptions. [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). |
Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |