The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I conducted telephone interviews with 12 instructors meeting the specified qualifications. I also conducted email interviews with participants for 5 weeks. Transcripts of all interviews are located in the appendices. I used a combination of first person, hermeneutic and existential phenomenological approaches to investigate the lived experiences of college and university instructors who have transitioned from traditional face-to-face to online instruction. Several minor themes were revealed. The overall theme is that the online classroom system is an emerging culture with some unique advantages. The paper ends with a major question to be further examined: Would the results be different if less experienced instructors were interviewed? / Ph. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/29066 |
| Date | 06 December 2004 |
| Creators | Joy, Donna E. |
| Contributors | Educational Research, Lichtman, Marilyn V., Gatewood, Thomas E., Farahani, Gohar, Burge, Penny L., Weinstein, Stuart H. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | Dissertationfinal3.pdf |
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