Faculty Development Strategies for Online Student Stressors: A Qualitative Exploratory Case Study

Autor/in	Wallace, David James
Titel	Faculty Development Strategies for Online Student Stressors: A Qualitative Exploratory Case Study
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3297-0
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Online Courses; Adult Education; Adult Educators; Educational Technology; Barriers; Stress Variables; Nonprofit Organizations; Technology Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Nonprofit-Organisation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Inner-city students, over the age of 25, who are enrolled in a nonprofit organization to acquire their high school diploma experience stressors. Faculty members of the nonprofit organization need to either develop strategies or enhance the strategies in place to address stressors students endure while pursuing an online education. Stress related to education has been studied for decades, yet no research has been identified that pinpoints either curriculum or technology as the key stressor in a student's educational endeavor. The academic environment has undergone dramatic changes throughout the twenty-first century, especially after the 2020 pandemic occurred. Faculty and students were forced to transition to an online environment during the pandemic; however, the nonprofit in this specific study has undergone online curriculum since the fall of 2016. Many of the concerns that were brought up over the years ensured this nonprofit was not affected by the online transition in 2020. Students continue to experience hurdles everyone must overcome and these hurdles, through this research, identified that either curriculum or technology are where students point to their faculty members as stressors. Seven of the 12 faculty members and the three staff members of the Support Department participated in the qualitative case study. [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	2024/1/01