{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1188"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1188","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Open source software as applied in higher education: at one four-year university","abstract":"The purpose of my study was to explain the implementation process of open source software (OSS) in a higher education setting, including any challenges that the faculty encountered during professional development, and implementation during instruction. This study was conducted at a four-year university in the southern region of New Jersey. In addition, as a participant observer I investigated my leadership throughout the research process so that I could employ reflective practice in order to determine if my espoused beliefs were aligned with my theory-in-use. I reviewed literature that discussed both OSS and distance education and connected them to the social justice paradigm. I used explanatory case study methods to collect and analyze my data. I employed observation, open-ended surveys, semi-structured interviews, and my journal to collect my data. I analyzed my qualitative data by looking for emergent patterns and themes. My findings indicated that faculty members value working together in a collaborative effort to increase their knowledge and understanding of technology. Most faculty members revealed that they needed more one-on-one training so that they could properly infuse technology into their instructional practice.","abstract_html":"The purpose of my study was to explain the implementation process of open source software (OSS) in a higher education setting, including any challenges that the faculty encountered during professional development, and implementation during instruction. This study was conducted at a four-year university in the southern region of New Jersey. In addition, as a participant observer I investigated my leadership throughout the research process so that I could employ reflective practice in order to determine if my espoused beliefs were aligned with my theory-in-use. I reviewed literature that discussed both OSS and distance education and connected them to the social justice paradigm. I used explanatory case study methods to collect and analyze my data. I employed observation, open-ended surveys, semi-structured interviews, and my journal to collect my data. I analyzed my qualitative data by looking for emergent patterns and themes. My findings indicated that faculty members value working together in a collaborative effort to increase their knowledge and understanding of technology. Most faculty members revealed that they needed more one-on-one training so that they could properly infuse technology into their instructional practice.","abstract_has_math":false,"creators":["Wakeel, Muneerah"],"institution":null,"degree_name":"Ed.D. 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In addition, as a participant observer I investigated my leadership throughout the research process so that I could employ reflective practice in order to determine if my espoused beliefs were aligned with my theory-in-use. I reviewed literature that discussed both OSS and distance education and connected them to the social justice paradigm. I used explanatory case study methods to collect and analyze my data. I employed observation, open-ended surveys, semi-structured interviews, and my journal to collect my data. I analyzed my qualitative data by looking for emergent patterns and themes. My findings indicated that faculty members value working together in a collaborative effort to increase their knowledge and understanding of technology. 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In addition, as a participant observer I investigated my leadership throughout the research process so that I could employ reflective practice in order to determine if my espoused beliefs were aligned with my theory-in-use. I reviewed literature that discussed both OSS and distance education and connected them to the social justice paradigm. I used explanatory case study methods to collect and analyze my data. I employed observation, open-ended surveys, semi-structured interviews, and my journal to collect my data. I analyzed my qualitative data by looking for emergent patterns and themes. My findings indicated that faculty members value working together in a collaborative effort to increase their knowledge and understanding of technology. Most faculty members revealed that they needed more one-on-one training so that they could properly infuse technology into their instructional practice."],"dc:identifier":["https://rdw.rowan.edu/etd/189"],"dc:subject":["Open source software; Educational technology","Higher Education Administration"],"dc:title":["Open source software as applied in higher education: at one four-year university"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:13:03Z"}