Teacher/Student Interpersonal Engagement And Customer Service Principles: A Phenomenological Study

<p>The importance of understanding the effects of teacher and student engagement in online learning is especially pertinent to the online teacher and the online student as well as the college as a whole. This qualitative phenomenological study involved discovering if interpersonal online engagement between teacher and student involved those principles used in business customer service. The focus of this phenomenological study is on the lived experience of online students relative to interpersonal engagement – it is about the students’ stories. Accordingly, the questions asked what the participants felt when their teachers were engaged and if the engagement was augmented with customer service principles and, if not, what the participant felt when their instructors did not engage with them using customer service principles. Interpretative Phenomenological Analysis was used to understand and interpret findings. The study involved 10 Associate Degree nurses who were in the RN to Bachelor of Science nursing program. The data was analyzed using NVivo11 by QSR to discover the most emergent themes or patterns in the transcripts. From the collected data, four advantageous themes emerged: personalized professionalism, valued feeling, effective feedback, and good-natured humor. Additionally, there was one disadvantageous theme that emerged: lack of instructor personal approach. The importance of this study lies in the potential for transformation of the online learning environment and community.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2016

Author dc:creator

• Takeno, Juanita

Contributors dc:contributor

• Marylin Newell
• Carol Burbank
• Michelle Collay

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Online and Distance Education

Repository record dc:identifier

https://dune.une.edu/theses/92

OAI identifier oai:identifier

oai:dune.une.edu:theses-1092