Literaturnachweis - Detailanzeige
| Autor/in | Hernandez, Theran Francis Dwain |
|---|---|
| Titel | Exploring Online Biology Curricula Design in Online Biology Courses: A Qualitative Grounded Theory Study |
| Quelle | (2023), (186 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-6377-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Web Based Instruction; Curriculum Development; Biology; Online Courses; College Faculty; Community College Students; Teaching Experience; Student Experience; Curriculum Implementation; Oklahoma |
| Abstract | The problem addressed in this qualitative grounded theory study was that there are different curricula designs for online biology courses resulting in students having significant challenges. The purpose of this qualitative grounded theory study was to use the theories of Mezirow (1990) and Tomlinson (1996) as the theoretical framework to explore why online biology students are not finishing their classes. The areas of challenges come from a variety of components, such as the student's willingness to complete the online biology course, lack of time in instructor preparation, and other supplemental tools used to develop the online biology course. The aim of this study was to identify patterns in the experiences of each participant at a community college in Western Oklahoma through an exploration of each research question. Using grounded theory research design, this study answered three research questions: What is the experience of the instructor designing the curriculum for the online biology courses? What are the experiences of the students taking the online biology course regarding the curricula design? What are the challenges that students are having in the curricula designs for online biology courses? What are the essential components of an online curriculum for biology instruction that will achieve state-mandated general education learning outcomes as identified by students and instructors? Analysis of participants' interviews (P1-P8) and focus group interviews (instructor participants and student participants) revealed that the curricula design of online lab-based biology courses impact student learning. The implications of the study contributed to the Constructivist theory developed by the seminal work of Mezirow (1990) and Tomlinson (1996). The findings revealed obstacles within the online biology course implementation, showing why students will continue to have challenges in the course. Recommendations based on findings include providing additional research as to why students are continuing to have significant challenges in an online lab-based biology course, resources provided by the administration, student participants who are biology majors, more time for the instructors in the development of the curricula, providing interviews at the beginning and end of the semester, and more supplemental instructional options for the student. [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 |
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