Understanding online learning in Higher Education from practitioners' perspectives

This study seeks to understand teacher’s perspectives about online learning technology and to improve their practice through the integration of online learning technology. In an attempt to achieve these objectives five questions were examined, such as how do teachers describe their perceptions about online learning, what impact does the use of online learning technology have on their practice, what impact does online learning have on their student’s engagement in learning, how can teachers reduce online learning attrition/dropout rate and how do teachers describe their adoption of PASTOR model into their practice. The data techniques used in the study were interview, observation, teacher reflective diary and questionnaires. The purpose for using multi instruments was to achieve triangulation. Data from the five questions showed that participants had positive perceptions about online learning after they integrated online learning into their lessons. Participants believed that online technology enhances teacher’s practice and student’s engagement in learning. Results in the study revealed that most participants believed that mentorship is an effective strategy for reducing student’s online attrition/dropout. Finally, data showed that participants believed that my PASTOR model was helpful to their teaching practice, especially in their teaching styles and choice of online technology as the model provided them a methodical structure for implementing and examining their teaching and learning process. The PASTOR model with it defined structure guided participants and I throughout the research process making both participants and I to be more systematic and conscious during the data collection, data analysis, and reflection.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

London Metropolitan University

Year dc:date.issued

2018

Author dc:creator

• Ogoloma, Ogbonda

• 350 Public administration & military science
• 370 Education
• 600 Technology

Dc Identifier Grantnumber

N/A

OAI identifier oai:identifier

oai:repository.londonmet.ac.uk:8267