Faculty Perceptions of Online Teaching and Learning: An Interpretive Phenomenological Analysis

Autor/in	Katikos, Ashley
Titel	Faculty Perceptions of Online Teaching and Learning: An Interpretive Phenomenological Analysis
Quelle	(2023), (84 Seiten) PDF als Volltext Verfügbarkeit 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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01