An Appreciative Inquiry of E-Learning Operations in a Southern College of Education

Autor/in	Major, Amanda E.
Titel	An Appreciative Inquiry of E-Learning Operations in a Southern College of Education
Quelle	(2014), (342 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Alabama State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3211-2166-7
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Inquiry; Electronic Learning; Online Courses; Qualitative Research; Case Studies; Instructional Design; Teaching Methods; Power Structure; Governance; Outreach Programs; Personal Autonomy; Independent Study + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Qualitative Forschung; Case study; Fallstudie; Case Study; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Jobcoaching; Individuelle Autonomie; Selbststudium
Abstract	Higher education, as an industry, is facing extraordinary fiscal constraints. Universities increasingly consider online education and its e-learning variants as a promise to solve these fiscal constraints while also supporting advances in pedagogy. Many universities promise quality education, yet questions loom about the quality of online learning programs given the pressure to offer such programs to resolve fiscal pressures. An appreciative inquiry approach to organizational development in the direction of e-learning has the capacity to conserve the quality of academics and generate interest in the transition. Appreciative inquiry offers a unique, strength-based perspective into quality e-learning operations in a College of Education. Through the first two phases of appreciative inquiry, participants' understandings were collected. Shelton's administration of quality online education programs categories also framed this investigation. This study employed a qualitative, emergent, single-case-study design and entailed inductive analysis. Results of the study indicated that the College offered a variety of e-learning design and teaching methods and operated with a decentralized power structure for e-learning, although centralized units offered some support. To further evolve operations, participants hoped for additional centralized support for seamless operations, including a clearer governance structure for faculty input and support, additional student support for outreach purposes, development of self-directed autonomous learners, and an agile continuous improvement system. Institutional support and collaboration should communicate the value of e-learning and extend the campus experience to online learners, thereby enhancing the University experience. [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