AbstractsEducation Research & Administration

Adapting to a Virtual Learning Environment

by Winston H. Maddox

Institution: Antioch University
Department: Leadership and Change
Degree: PhD
Year: 2015
Keywords: Community College Education; Community Colleges; Education; Educational Technology; Educational Software; Information Technology; Pedagogy; Teaching; higher education; community colleges; online teaching; professors; college teachers; pedagogy; virtual learning; PAR; participatory action research; disorienting dilemmas; progressive transformation; paradigm shifts; leadership; change
Record ID: 2058358
Full text PDF: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429


This participatory action research (PAR) dissertation examines the experiences of five experienced faculty transitioning from teaching in a traditional classroom to a virtual learning environment. The research participants used technology to deliver course material and reflected on the changes in their pedagogical practice. Data were collected using four phased sessions, including the completion of interview questions, individual interview video sessions, and group video sessions and the review of participant video validation postings. Research participants used journaling to reflect on their values, beliefs, assumptions, and experiences associated with teaching and learning. Research participants teaching in virtual learning environments were provided an avenue to develop an understanding of previous encounters with technology, attitudes toward technology, and the relationship they envisioned for the use of technology in their classrooms. The study concluded with the development of an “Introduction to Online Teaching for Experienced Faculty Workshop.” The results of this dissertation substantiated that faculty experience various disorienting dilemmas that correlate with a progressive transformation, resulting in at least one case in a paradigm shift. The study also highlights the faculty participants’ concerns, issues, and perspectives of positivist versus constructivist teaching styles as a function of their participation. This dissertation is accompanied by 22 MP4 videos of the participants in this study (see List of Supplemental Files). This dissertation is available in open access in AURA http:/aura.antioch.edu and OhioLink ETD Center, www.ohiolink.edu/etd