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A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction./
Author:	Murphy, Jillmarie Guthrie.
Description:	1 online resource (110 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355614312

A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction.
Murphy, Jillmarie Guthrie.

A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction. - 1 online resource (110 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2018.

Includes bibliographical references

Online learning is dynamic, and due to increased popularity, it is rapidly expanding at the post-secondary level. Technology has changed the way students acquire new information. Online faculty are responsible for supporting the academic success of their online undergraduate students in a technology-rich learning environment. The instructional role of online faculty necessitates additional pedagogical expertise beyond what is needed in a traditional learning setting. The problem was online faculty are using face-to-face instructional practices instead of implementing principles of learner-centered instruction. The purpose of this qualitative multiple case study was to examine faculty perceptions of using learner-centered instruction for diverse online undergraduate students. The research method was a qualitative, multiple case study using a semi-structured interview protocol. The participants were a purposeful sample of six online faculty who had at least five years of experience instructing online undergraduate students. Online faculty participating in this study shared specific approaches and strategies for utilizing online learner-centered instruction. Participants indicated the use of learner-centered instruction supported the learning needs of diverse online learners. Further research should be conducted with online faculty to determine generalization of findings. Further research should also be conducted to provide additional approaches and strategies to support online learner-centered instruction in a constructivist model.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355614312Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Qualitative Multiple Case Study on Faculty Perceptions of Online Learner-Centered Instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Adviser: Melanie Shaw.
502 $a Thesis (Ph.D.)--Northcentral University, 2018.
504 $a Includes bibliographical references
520 $a Online learning is dynamic, and due to increased popularity, it is rapidly expanding at the post-secondary level. Technology has changed the way students acquire new information. Online faculty are responsible for supporting the academic success of their online undergraduate students in a technology-rich learning environment. The instructional role of online faculty necessitates additional pedagogical expertise beyond what is needed in a traditional learning setting. The problem was online faculty are using face-to-face instructional practices instead of implementing principles of learner-centered instruction. The purpose of this qualitative multiple case study was to examine faculty perceptions of using learner-centered instruction for diverse online undergraduate students. The research method was a qualitative, multiple case study using a semi-structured interview protocol. The participants were a purposeful sample of six online faculty who had at least five years of experience instructing online undergraduate students. Online faculty participating in this study shared specific approaches and strategies for utilizing online learner-centered instruction. Participants indicated the use of learner-centered instruction supported the learning needs of diverse online learners. Further research should be conducted with online faculty to determine generalization of findings. Further research should also be conducted to provide additional approaches and strategies to support online learner-centered instruction in a constructivist model.
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538 $a Mode of access: World Wide Web
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