The purpose of this qualitative phenomenological study was to explore college instructor strategies for fostering student engagement and managing digital distractions in synchronous online graduate-level learning environments. Semi-structured interviews were conducted with five college instructors currently teaching synchronous online graduate-level courses across various disciplines. Data was analyzed via pattern coding to identify recurring themes. Four primary themes emerged from the data: establishing expectations, technology, balancing flexibility with professional standards, and barriers beyond technology. Findings revealed that effective engagement in synchronous online graduate-level learning environments requires intentional course design, relational presence, and adaptability to the professional and personal realities of adult learners. Participants emphasized that engagement depends on structured accountability, the use of interactive tools, and clear communication of expectations. This study contributes to the understanding of instructional strategies that promote meaningful engagement in synchronous online graduate-level learning and offers recommendations for designing inclusive and effective online courses.
","abstract_html":"<p>The purpose of this qualitative phenomenological study was to explore college instructor strategies for fostering student engagement and managing digital distractions in synchronous online graduate-level learning environments. Semi-structured interviews were conducted with five college instructors currently teaching synchronous online graduate-level courses across various disciplines. Data was analyzed via pattern coding to identify recurring themes. Four primary themes emerged from the data: establishing expectations, technology, balancing flexibility with professional standards, and barriers beyond technology. Findings revealed that effective engagement in synchronous online graduate-level learning environments requires intentional course design, relational presence, and adaptability to the professional and personal realities of adult learners. Participants emphasized that engagement depends on structured accountability, the use of interactive tools, and clear communication of expectations. This study contributes to the understanding of instructional strategies that promote meaningful engagement in synchronous online graduate-level learning and offers recommendations for designing inclusive and effective online courses.</p>","abstract_has_math":false,"creators":["Evans, Cody L"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ian Menchini","Bryan Corbin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["Synchronous online learning","student engagement","graduate education","instructor strategies","Education","Higher Education","Social and Behavioral Sciences"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/65","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ian Menchini","Bryan Corbin"]},{"key":"dc:creator","label":"Author","values":["Evans, Cody L"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Synchronous online learning","student engagement","graduate education","instructor strategies","Education","Higher Education","Social and Behavioral Sciences"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/65"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative phenomenological study was to explore college instructor strategies for fostering student engagement and managing digital distractions in synchronous online graduate-level learning environments. Semi-structured interviews were conducted with five college instructors currently teaching synchronous online graduate-level courses across various disciplines. Data was analyzed via pattern coding to identify recurring themes. Four primary themes emerged from the data: establishing expectations, technology, balancing flexibility with professional standards, and barriers beyond technology. Findings revealed that effective engagement in synchronous online graduate-level learning environments requires intentional course design, relational presence, and adaptability to the professional and personal realities of adult learners. Participants emphasized that engagement depends on structured accountability, the use of interactive tools, and clear communication of expectations. This study contributes to the understanding of instructional strategies that promote meaningful engagement in synchronous online graduate-level learning and offers recommendations for designing inclusive and effective online courses.
"]},{"key":"dc:title","label":"Title","values":["A Qualitative Phenomenological Study Of Faculty Members’ Experiences Developing Strategies For Fostering Student Engagement In Synchronous Online Graduate Courses"]}]}],"canonical_facts":{"dc:contributor":["Ian Menchini","Bryan Corbin"],"dc:creator":["Evans, Cody L"],"dc:description.abstract":["The purpose of this qualitative phenomenological study was to explore college instructor strategies for fostering student engagement and managing digital distractions in synchronous online graduate-level learning environments. Semi-structured interviews were conducted with five college instructors currently teaching synchronous online graduate-level courses across various disciplines. Data was analyzed via pattern coding to identify recurring themes. Four primary themes emerged from the data: establishing expectations, technology, balancing flexibility with professional standards, and barriers beyond technology. Findings revealed that effective engagement in synchronous online graduate-level learning environments requires intentional course design, relational presence, and adaptability to the professional and personal realities of adult learners. Participants emphasized that engagement depends on structured accountability, the use of interactive tools, and clear communication of expectations. This study contributes to the understanding of instructional strategies that promote meaningful engagement in synchronous online graduate-level learning and offers recommendations for designing inclusive and effective online courses.
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