EDD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Due to the COVID-19 global pandemic, the higher education undergraduate student body and the structure of course offerings have drastically changed. As we continue to transition from emergency remote courses to quality online learning experiences, we must respond thoughtfully as well as empirically. The purpose of this study was to examine quality learning experiences as perceived by students in online courses and use the new knowledge generated to add to current research and enhance practice. Through qualitative data collection, I intended to answer the following research questions: (a) What do students perceive as quality learning experiences in their online courses? and (b) How can understanding the student experience and perception of quality in their online learning environments improve course development procedures in online courses? Eight participants were interviewed regarding their experiences of quality in online courses. Results of the study determined Barriers, Interaction, Structure, and Community are the themes that students identify when defining quality online learning experiences. It was also indicated that students were more satisfied with their high quality online learning experiences. Implications and recommendations for improved practice and action steps are also provided. The researcher contends that these findings demonstrate the need to systematically build quality into online courses, which will offer students better learning experiences.

Committee: Elizabeth Kenyon (Committee Chair); Enrico Gandolfi (Committee Member); Christina Collins (Committee Member) Subjects: Educational Evaluation; Educational Leadership; Educational Technology

Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

The COVID-19 pandemic has challenged student success and the ability of colleges to deliver the education students need for the workplace. The purpose of this qualitative dissertation case study was to investigate how the organizational resiliency of a Midwest community college impacted student success during the COVID-19 pandemic by examining the contributions of static and dynamic resiliency characteristics and dimensions. Exploration and analysis of the resilient characteristics and dimensions of student success focus on the key factors of instructional modality, instructor-student engagement, and socioeconomic influences. Conclusions are based on thematic analysis of semi-structured interviews with the college's senior leaders triangulated with information from public documents and a student survey. The researcher concludes that the college's static resiliency components of solid planning and infrastructural preparation for probable events, a longstanding collaborative commitment to achieving key elements of student success, and effective internal communication processes produced the robust capacity for flexibility and innovation that distinguishes dynamic resiliency. Innovations that accelerated decision processes, faculty and staff encouraged to experiment based on regular feedback, and energetic action on non-academic stresses had positive effects on student success during the COVID-19 pandemic. One result was that for the fiscal year 2021-2022, the college awarded the highest number of degrees in its history to all students and to African American males, with 99 percent of students rating the quality of their education as good to excellent.

Committee: Charles Fenner (Committee Chair); John Nadalin (Committee Member); Gary White (Committee Member) Subjects: Business Administration

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Gamification is a promising method proposed to solve the motivational problems of online learners and enhance their performance. However, the evidence regarding why and how gamification might work and its effects on these outcomes is inconclusive. In order to provide more evidence to the ongoing discussion in the gamification field, the current study searched for the effectiveness of gamification on the intrinsic motivation, the psychological need satisfaction, and the performance of online learners. Applying the tenets of self-determination theory as a theoretical background, a gamified online learning environment with badges and freedom of choice was created in the TalentLMS. The results showed that badges have the potential to decrease the intrinsic motivation of learners and they do not fulfill the need for competence. However, freedom of choice indirectly increases the intrinsic motivation of learners through fulfilling the need for autonomy. Neither badges nor freedom of choice increased the performance of learners. In addition, it was found that different badge implementation designs (expected badges versus unexpected badges) yielded similar nonsignificant results. The theoretical and practical implications of the study are discussed.

Committee: Bradley J. Morris PhD (Advisor) Subjects: Educational Psychology; Educational Technology; Instructional Design

Doctor of Business Administration (D.B.A.), Franklin University, 2022, Business Administration

Higher Education Institutions (HEIs) need to stay abreast of advances in communication technologies to be student centric, but institutional adoption of Short Messaging Service (SMS) text varies widely and research on incorporation for advising is limited (Arnold et al., 2020; IPEDS 2020; Santos et al., 2018). This quantitative study explored advisor use and perceptions on values, motives, and institutional support of SMS texting as a communication channel with students and the possible variables impacting those factors. Theoretical concepts in Customer Relationship Management (CRM) and adaptive leadership guided the study as well as existing survey research on Computer Mediated Communication (CMC) in higher education (Duran et al., 2005). Survey responses from 402 advisors nationwide were analyzed through descriptive and inferential statistics. SMS use was reported among all genders, experience levels, and programmatic formats and advisors overall had a positive view of the communication channel. Motives for use varied between subgroups within the sample and SMS was predominantly used to gain access to richer mediums. A statistically significant association between learning environment and SMS incorporation indicated that online advisors were more likely to use SMS texting for student communication. A statistically significant difference was also identified between median institutional support scores for SMS users and non-users with the directionality indicating users were more likely from SMS supportive institutions. Furthermore, advisors reported using SMS texting for both transactional and relational communication, even when their institution did not support the channel with training, policies, or technology. The study sheds light on the prevalence of SMS use and calls for leadership to gain greater awareness of their local-level policies, industry-wide practices, and system integrated options in managing the university-to-student connection. For HEIs (open full item for complete abstract)

Committee: Brenda Jones (Committee Chair); Yuerong Sweetland (Committee Member); Patrick Bennett (Committee Member) Subjects: Adult Education; Business Administration; Business Education; Communication; Continuing Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Software; Educational Technology; Higher Education; Higher Education Administration; Management; Mass Communications

Doctor of Philosophy, University of Toledo, 2021, Educational Technology

Online education continues to grow exponentially, yet faculty acceptance of online teaching and learning has not. Decades of qualitative study indicate that a majority of faculty continue to regard online education as inferior to traditional classroom learning (Butler & Sellbom, 2002; Wilson & Stacey, 2004; Lloyd, et al., 2012; Ubell, 2017). The growth of online learning has spurred the development of educational technologies and innovative pedagogical approaches to foster immersive online learning experiences. As faculty venture into this new educational paradigm, whether by choice or force, their attitudes about online education are slowly becoming more positive (Jaschik & Lederman, 2019). The purpose of this study was to assess the attitudes of faculty and establish user profiles based on their innovativeness with regard to teaching with technology and online experience. These profiles were framed using Rogers' Diffusion of Innovations theory (2003) using cluster analysis. The results of this study indicate that faculty adoption-diffusion profiles are correlational to their attitudes toward online education. In addition, this study determined that online teaching experience is the strongest predictor of faculty attitudes and adoption-diffusion classifications. The results of this study suggest that institutions would benefit in analyzing their faculty innovation classifications to inform policy, technology purchasing decisions, and development offerings.

Committee: Berhane Teclehaimanot Ph.D. (Committee Chair); Svetlana Beltyukova Ph.D. (Committee Member); Jiyu You Ph.D. (Committee Member); Mark Templin Ph.D. (Committee Member) Subjects: Educational Technology; Educational Theory; Higher Education; Instructional Design; Teacher Education; Teaching

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Competency-based education (CBE) degree programs have grown significantly over the course of the past few years. Within the field of CBE, experts have differing views as to what elements are most critical to a high-quality CBE program. The purpose of this Q methodology study is to determine what models of CBE programs emerge from an investigation of what experts perceive to be the most essential and least essential components of a high-quality program. In this study, 33 experts in the field of CBE sorted 72 statements about multiple aspects of CBE programs. Data collection included the Q sorts, a demographic institutional survey, follow-up questions and brief biographies of participants. From this research, two primary factors were revealed, one with emphasizes the curricular elements of competencies and assessments as primary, the second of which emphasizes fiscal sustainability and business processes along with competencies. Nine of the study participants demonstrated mixed results, sharing aspects of each factor in their results. This study provides a basis for further research into specifically what components should be universal across CBE programs, and which are dependent upon institutional preference or program design.

Committee: Mark Kretovics (Committee Chair); Stephen Thomas (Committee Member); Kelvin Bentley (Committee Member) Subjects: Education; Educational Technology; Health Care Management; Higher Education; Instructional Design

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this research study was to understand perceptions of faculty members regarding their experiences of teaching nursing courses in undergraduate baccalaureate and graduate programs, using asynchronous, web-based courses. The goal of this researcher was to explore faculty perceptions of online teaching and work to clarify workload and policy issues, barriers to quality online teaching and learning, and faculty needs for professional development and support. A qualitative descriptive design method was used to explore nursing faculty perceptions of teaching online. Data were obtained through an initial demographic survey and through interviews with a subset of 10 faculty participants. The findings from this study reveal that nursing faculty members perceive (a) that relationships are key to learning and that these relationships can be complex and difficult to establish in the online learning environment, (b) that support comes in a variety of forms and is needed to make learning work well in the online environment, (c) that constraints and concerns interfere with their ability to engage students and provide the best online learning opportunities for their students, and (d) that there are opportunities to improve online teaching and learning. The findings from this study deepen our understanding of online teaching and learning in the discipline of nursing. Implications for nursing education include preparing nurse educators for the work of teaching in online environments, creating environments that foster teaching and learning, and enriching both faculty member and student experiences in online teaching and learning.

Committee: Alicia Crowe (Committee Chair) Subjects: Education; Nursing; Teaching

Doctor of Education, Ashland University, 2014, College of Education

A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students report higher levels of persistence and satisfaction in institutions that understand and try to adapt to their unique learning style, which is unlike the learning styles of their Boomer and Generation X faculty and administration (Debard, 2004; Noel & Levitz, 2009; Oblinger, 2003). What are institutional members of organizations such as the Council for Christian Colleges and Universities (CCCU) and the Association for Biblical Higher Education (ABHE) doing to understand and adapt to the change in generational trends and attitudes toward learning? Recent literature consistently indicates Millennial students have certain expectations about learning. Organizations must address these expectations so Christian higher education institutional effectiveness does not experience negative consequences in our changing global society.

Committee: Ann Shelly PhD (Committee Chair); Carla Edlefson PhD (Committee Member); Dan Lawson PhD (Committee Member) Subjects: Education; Higher Education; Religious Education; Technology

Doctor of Philosophy (Ph.D.), University of Dayton, 2013, Higher Education Administration

This case study examined the experiences of five Early Childhood Development (ECD) instructors at a small public, liberal arts university in the Northwest as they transitioned from teaching in a traditional face-to-face baccalaureate degree completion program to teaching in an asynchronous online degree completion program. Data were collected during the 2010-11 academic year, the first year of the fully online program. Meeting minutes, observation notes, transcripts from semi-structured personal and focus group interviews, and program-related documents were analyzed using Miles and Huberman's (1984) methodology of simultaneous activities of data reduction, data display, and conclusion drawing/verification. Findings revealed that the instructors' experiences during the transition to teaching in the online program were akin to "flying the plane while building it." Four themes emerged from the study and were organized around the metaphor of journey to a foreign land: (a) We can't get there from here; (b) Where is the GPS? (c) When in Rome...; and (d) Do we need a passport?. The five instructors in this study left the familiar for the unfamiliar and discovered that teaching online was different from teaching face-to-face and that traditional techniques did not transfer directly to the online classroom. The instructors reported that online teaching felt different and led to student and instructor role changes. Lack of institutional policies and administrative processes for online teaching created more challenges and required more time than traditional teaching. Finally, instructor socialization and professionalization contributed to a disruption to what the instructors had learned and valued as professors of early childhood education. Understanding the experiences of faculty during the transition to online teaching is essential to the development of institutional policies, administrative processes, and systems which accommodate the differences between tradi (open full item for complete abstract)

Committee: Darla Twale Ph.D. (Committee Chair); Treavor Bogard Ph.D. (Committee Member); Patrick Sweeney Ph.D. (Committee Member); C. Daniel Raisch Ph.D. (Committee Member) Subjects: Higher Education Administration

EdD, University of Cincinnati, 2007, Education : Special Education

This study examines the satisfaction of two groups of graduate students engaged in the same degree program. These groups vary on the nature of program delivery, with one group participating in distance education and the other in conventional campus-based education. This recognition of indicators of positive outcomes of support systems related to online education is needed to maintain a high level of best practices. The study used extant data gathered through a student satisfaction survey. The survey results of the two groups were compared in an effort to identify any differences reported across groups. Results indicate distance education students and conventional-campus-based students from the same graduate education program were highly satisfied with their experiences. However, results indicate that overall distance education students were more satisfied then their counter-parts enrolled in the conventional campus-based programs.

Committee: Dr. Lawrence Johnson (Advisor) Subjects:

EdD, University of Cincinnati, 2005, Education : Curriculum and Instruction

This qualitative case study of online teachers investigated ways that teaching online benefited face-to-face teaching for higher education faculty. 20 faculty responded to email, telephone, or personal interviews about these "reverse benefits." The details they provided were analyzed using grounded theory methodology to determine what kinds of benefits they experienced and how those benefits appeared to be related. Participants reported content, methodology, and personal adjustments, on a faculty level, that led to improvements in their face-to-face classes. Student level benefits focused on content access and, unexpectedly, increased interaction for face-to-face courses. The latter was somewhat surprising, since online teaching is often criticized for lacking the "interaction" of face-to-face courses. Findings from this study suggested a possible resolution to some of the seemingly irreconcilable polarization over the comparative quality of online and face-to-face teaching. This study's exploration of the move back to face-to-face teaching foregrounded methodologies and tools that worked in both environments. As a result it highlighted quality issues that applied to methodology in both contexts. In this study, teachers who expressed concerns about the online environment seem to have bundled pedagogy with the face-to-face environment. Comparisons are impossible when this is done because the two contexts are not the same. This study also raised questions about current online learning theories (interaction and social constructivism particularly) and opened possible research avenues for faculty development issues in higher education (online and face-to-face). This study suggests a need to investigate further how teaching online benefits face-to-face teaching. This could clarify the distinctions between and relative importance of content, pedagogy, methodology, delivery systems, and contexts in both online and face-to-face environments. This would further reduce the pre (open full item for complete abstract)

Committee: Dr. Janet Bohren (Advisor) Subjects:

Doctor of Philosophy, University of Toledo, 2007, Curriculum and Instruction: Educational Technology

Course management systems (CMS) are widely used in higher education to deliver courses completely at a distance. Although research suggests learning is influenced by social interaction, there is comparatively little research on why and how students enrolled in a CMS-based, fully online course interact with their peers. A review of the literature suggests the history of distance education is primarily constructed of applied practice, largely unchanged throughout periods of technological innovation. The purpose of this study is to discover students' perceptions of social interaction among peers enrolled in a university-level, fully online, CMS-based course. An online survey provided an objective measure of peer interaction. The results revealed hierarchical patterns in reasons for interaction, communication methods used, and the perceived value of interaction in academic success. The study also revealed significant demographic differences regarding reasons for interaction and communication methods used. Content review suggests students have a strong interest in how instruction is provided online. Improvement in learning skills, communication literacy, and information literacy are recommended to increase online learning outcomes. Additional research is suggested to expand the knowledge of distance education.

Committee: Robert Sullivan (Advisor) Subjects: Education, Higher

Master of Technical and Scientific Communication, Miami University, 2005, Technical and Scientific Communication

This report describes and analyzes an internship in technical and scientific communication during my full-time employment at IUPUI as a Lecturer in Geology. My key project was to develop an online course G107 Environmental Geology. In 2004, development of high quality online courses that equaled learning in on-campus courses was an emerging field. The project entailed the planning, researching, designing, writing, editing, evaluating, and revising an online course. The course consisted of learning modules that contained a compilation of written text, images, animations, and integrated media. Development required analyzing best practices in online learning and web design, designing the documentation using technical communication theory, and evaluating the success of the project. Specifically, the successful development required a foundation in problem solving, rhetoric and linguistics, technical and scientific writing, and information design. This internship revealed that a strong foundation in scientific communication is a prerequisite for developing online learning media.

Committee: Michele Simmons (Advisor) Subjects:

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2010, English (Rhetoric and Writing)

Because a gap in scholarly literature exists concerning the adult learner in the online writing course, I researched the effects of the online learning environment on adult learners in an online intermediate writing course offered through the Adult Learner Services Program at Bowling Green State University. This dissertation argues that online writing courses would better serve adult learners with a learner-centered, community-based online learning course format with educators trained in effective online writing and adult learner pedagogies. Findings in this dissertation are based on qualitative and quantitative data collected from adult learners in three online English 207 Intermediate Writing courses and from my and a subsequent instructor's observations of our online English 207 Intermediate Writing courses. In my analysis, I examine the issues for instructors teaching online writing courses for adult learners, which includes the lack of educational preparation for online and adult learning, the implications of previous experiences teaching face-to-face and online courses, the challenges of responsibilities and roles as instructors and as administrators, the expectations of adult learners, and the pedagogy of online course design, online discussions, time constraints, and retention of students. Further analysis of these findings addresses the challenges confronting those adult learners in the online writing course including issues arising from previous educational and technological experiences, course design, pedagogy, interactions, time commitments, and the online learning environment. I propose that online writing courses seek a quality designation through a collegiate-based peer review process. Furthermore, online course design and pedagogy for writing courses should ascribe to professional and organizational guidelines for best practices. Similarly, online instructors need to seek educational preparation through their universities and professional organizati (open full item for complete abstract)

Committee: Kristine Blair PhD (Committee Chair); Mary Natvig PhD (Committee Member); Gary Heba PhD (Committee Member); Richard Gebhardt PhD (Committee Member) Subjects: Adult Education; Composition; Continuing Education; Education; Teacher Education; Teaching

MFA, Kent State University, 2013, College of Communication and Information / School of Visual Communication Design

Universities are under great pressure to lower costs and operate more efficiently. This fact has lead to the widespread adoption of distance learning as a means of delivering curriculum. Due to the fiscal demands of their universities, and in response to changes occurring in the professional realm, many design departments find themselves needing to adapt. Students need greater exposure to other disciplines and the professional world, and the ability to engage in the learning process in ways that compliment their sensibilities. Support networks need to be put in place for faculty who work in virtual settings to boost their confidence and increase their participation. The traditional design studio setting has immeasurable value as a stage for building what have been discovered to be important aspects of learning such as social presence and personal growth. The limits of any physical space, however, are its inaccessibility due to location, and unavailability due to time. The strengths of online courses are that they are accessible any time by any student, and that they are expansive and adaptable. Virtual studios can be used to expand access, and the existent social structures of traditional studios, as well as to provide a conduit of exposure to new people and ideas and support for faculty.

Committee: Ken Visocky O'Grady MFA (Advisor); Kuo Chia-Ling PhD (Committee Member); Jerry Kalback MS (Committee Member) Subjects: Design; Education; Educational Technology; Higher Education

Ph.D., Antioch University, 2013, Leadership and Change

The purpose of this study was to elucidate the construct of collaboration and the co-construction of knowledge in a distance learning drawing class. Distance learning drawing classes are rare, due to resistance by fine arts departments holding onto traditions that date back to Renaissance times. As a result, there is a paucity of literature on the subject. This multiple method study seeks an understanding of how students collaborate in critiques, form virtual communities and socially construct knowledge about learning how to draw. The study commences with the following three research questions: what social processes facilitate learning to draw from the perspective of the student in a computer mediated drawing class, what factors contribute to collaboration and the formation of a virtual learning community in a computer mediated drawing class as measured by the participative, interactive and social dimensions of a content analysis model, and how can the phenomenon of online collaboration be further delineated, defined or explained? The study consists of a grounded theory dimensional analysis of student and instructor interviews and a content analysis of discussion boards. Two core domains emerged from the dimensional analysis, Visual Learning and Virtual Culture . The content analysis located the frequency and quality of collaboration across three different discussion board forums; asynchronous critiques, synchronous critiques and asynchronous discussion topics. Triangulating the data resulted in three theoretical propositions: drawing is a visual medium, and students need to "see" demonstrations of the process and examples, virtual culture mediates collaboration and the co-construction of knowledge in critiques and finally, the inclusion of both synchronous and asynchronous tools provides students with balanced support for learning to draw. Literature from the domains of art education, distance learning pedagogy and virtual culture support an understanding of (open full item for complete abstract)

Committee: Elizabeth Holloway PhD (Committee Chair); Jon Wergin PhD (Committee Member); Thomas Julius EdD (Committee Member); Eliza Nichols PhD (Other) Subjects: Art Education; Educational Leadership; Educational Technology; Fine Arts; Higher Education

Ph.D., Antioch University, 2024, Leadership and Change

COVID-19 changed how faculty members approached teaching in higher education in the United States. This study specifically looks at the changes in faculty-student interaction (FSI) during the COVID-19 pandemic. While extensive literature exists on the topic from the student perspective, the disruption in education necessitated a more extensive study of the faculty perspective. A multiple-case study methodology was employed to explore the experiences of a small cohort of faculty members at a single institution and how they fostered positive interactions with students from Spring 2019 through Spring 2023. The data collected included semi-structured interviews, course syllabi, teaching philosophies, and a pre-interview questionnaire with demographic data. The findings revealed that faculty initially faced hurdles engaging with students but swiftly devised strategies to adapt. Their approaches primarily emerged from internet searches and conversations with other faculty in their communities of practice. Additionally, faculty members who taught prior to the pandemic used their prior teaching experience but also credited having access to course materials designed for online learning as a strategy for positive interaction. Finally, returning to in-person teaching with social restrictions presented significant challenges in comparison to teaching online. A key implication for practice is requiring faculty to teach asynchronous courses periodically to ensure familiarity with best practices for online learning and access to updated teaching materials. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Jon Wergin PhD (Committee Chair); Harriet Schwartz PhD (Committee Member); Kristan Cilente Skendall PhD (Committee Member) Subjects: Adult Education; Art Education; Business Administration; Business Education; Communication; Curricula; Curriculum Development; Education; Education History; Education Policy; Educational Leadership; Educational Sociology; Educational Technology; Gender Studies; Health; Higher Education; Higher Education Administration; Multicultural Education; Pedagogy; Public Health; Social Research; Teaching; Technology

Doctor of Philosophy, University of Toledo, 2023, Curriculum and Instruction: Educational Technology

Online learning continues be the largest growth sector in higher education (IPEDS, 2019), however, students enrolled in fully online programs are retained at a lower rate than students enrolled in traditional face to face programs. The purpose of this quantitative correlational study is to determine if online students who participate in an online eCampus Orientation are more likely to be enrolled, retained, and succeed academically in their first course than students who elect not to participate in the orientation. The researcher hypothesizes that online students who participate in the eCampus Orientation will have a significantly higher enrollment and retention rate than those who do not. Further, it is expected that online students who participate in the orientation are more likely to have a higher GPA than those that do not. The researcher used one academic year of archival data (Fall 2020-Summer 2021) to compare two groups of students: students who chose to participate in the online orientation and student who chose not to participate. The target population for this study were newly admitted eCampus students at Bowling Green State University, all of which were adult learners with an average age of 30. A chi-square test of independence was used to measure the relationship between participation in the eCampus Orientation and enrollment and retention. A t-test was used to measure the relationship between participation in the eCampus Orientation and academic success as measured by GPA.

Committee: Judy Lambert (Committee Chair); Peter You (Committee Member); Savilla Banister (Committee Member); Berhane Teclehaimanot (Committee Member) Subjects: Curriculum Development; Educational Technology; Educational Theory

Ed.D., Antioch University, 2023, Education

Online learning in the higher education sector has grown exponentially over the past 15 years. Whereas online learning was once a viable alternative for the nontraditional adult student, enrollment trends now show an influx in traditional students opting for virtual education opportunities especially in the last three years during the COVID-19 pandemic. While there has been exponential growth in online learning, the rates of attrition have also significantly increased, making it difficult for institutions to retain their online students. This qualitative narrative inquiry study will explore the impact of authentic relationships on student success, engagement, and overall persistence in online learning environments. The research used in this review is timely and relevant for the current student climate that continues to reflect increases in online learning as well as enrollment of both traditional and nontraditional students who have conflicting priorities (work, personal life, and scholarly pursuits). Data compiled here will seek to provide details that support a teacher culture while considering authentic engagement, collective ownership, communication, and human centeredness as avenues for increased student success. It will explore internal and external factors contributing to and/or hindering student success and seek to identify effective and innovative student service practices that foster increased engagement and retention in online student learning environments. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Cristy Sugarman Ed.D (Committee Chair); Ángel Martinez Ph.D. (Committee Member); Jonathan Eskridge Ph.D (Committee Member) Subjects: Higher Education; Higher Education Administration

Doctor of Philosophy in Urban Education, Cleveland State University, 2022, College of Education and Human Services

Due to the outbreak of the COVID-19 pandemic, entire student bodies in the United States were compelled to take all their classes online. Given the challenges of online instruction, combined with the time and support it takes for faculty to become proficient in teaching online, it was likely that the online learning experiences instructors provided to their students were not fully featured and that new teaching approaches were not optimally implemented. Using the Community of Inquiry (CoI) framework (Garrison et al., 2000) as the theoretical framework, this explanatory sequential mixed methods study aimed to investigate university faculty and student perceptions of the effectiveness of online instruction during the COVID-19 pandemic and to explore the new teaching mode faculty and students believed would best serve students in the post-COVID era. Participants comprised instructors and students from various types of higher education institutions in Ohio. The study consists of a quantitative phase and a qualitative phase. Quantitative data were collected from 148 instructor and 394 student respondents through online surveys, after which qualitative data were collected through one-on-one semi-structured Zoom interviews with eight instructor and eight student participants who had completed the surveys in the quantitative phase. The quantitative results suggested both faculty and student participants rated online instruction during the COVID-19 pandemic as effective in general, with age being the strongest predictor of their perceptions and faculty's overall teaching experience a significant predictor of faculty perceptions. However, the qualitative findings revealed most participants perceived online learning as less effective compared to face-to-face classroom teaching. The primary reason was the lack of social communication and interaction, which was consistent with the core ideas of the CoI framework (Garrison et al., 2000). The qualitative data also indicated both (open full item for complete abstract)

Committee: Karla Hamlen Mansour (Committee Chair); Graham Stead (Committee Member); Megan Hatch (Committee Member) Subjects: Education