{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/29066"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/29066","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Instructors Transitioning to Online Education","abstract":"The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I conducted telephone interviews with 12 instructors meeting the specified qualifications. I also conducted email interviews with participants for 5 weeks. Transcripts of all interviews are located in the appendices. I used a combination of first person, hermeneutic and existential phenomenological approaches to investigate the lived experiences of college and university instructors who have transitioned from traditional face-to-face to online instruction. Several minor themes were revealed. The overall theme is that the online classroom system is an emerging culture with some unique advantages. The paper ends with a major question to be further examined: Would the results be different if less experienced instructors were interviewed?","abstract_html":"The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I conducted telephone interviews with 12 instructors meeting the specified qualifications. I also conducted email interviews with participants for 5 weeks. Transcripts of all interviews are located in the appendices. I used a combination of first person, hermeneutic and existential phenomenological approaches to investigate the lived experiences of college and university instructors who have transitioned from traditional face-to-face to online instruction. Several minor themes were revealed. The overall theme is that the online classroom system is an emerging culture with some unique advantages. The paper ends with a major question to be further examined: Would the results be different if less experienced instructors were interviewed?","abstract_has_math":false,"creators":["Joy, Donna E."],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Educational Research","degree_department":"Educational Research","school":null,"contributors":[],"advisors":[],"committee_chairs":["Lichtman, Marilyn V."],"committee_members":["Gatewood, Thomas E.","Farahani, Gohar","Burge, Penny L.","Weinstein, Stuart H."],"year":2004,"date_issued":"2004-09-02","date_published":"2004-09-02","updated_at":"2026-07-22T22:19:54Z","subjects":["Phenomenological Research","Distance Education","Online Education"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-09232004-172606"],"render_values":[{"text":"etd-09232004-172606","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/29066","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Lichtman, Marilyn V."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Gatewood, Thomas E.","Farahani, Gohar","Burge, Penny L.","Weinstein, Stuart H."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Research"]},{"key":"dc:creator","label":"Author","values":["Joy, Donna E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:16:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:16:35Z","2004-12-06"]},{"key":"dc:date.issued","label":"Date","values":["2004-09-02"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Research"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Phenomenological Research","Distance Education","Online Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-09232004-172606"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/29066"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I conducted telephone interviews with 12 instructors meeting the specified qualifications. I also conducted email interviews with participants for 5 weeks. Transcripts of all interviews are located in the appendices. I used a combination of first person, hermeneutic and existential phenomenological approaches to investigate the lived experiences of college and university instructors who have transitioned from traditional face-to-face to online instruction. Several minor themes were revealed. The overall theme is that the online classroom system is an emerging culture with some unique advantages. The paper ends with a major question to be further examined: Would the results be different if less experienced instructors were interviewed?"]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:title","label":"Title","values":["Instructors Transitioning to Online Education"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Lichtman, Marilyn V."],"dc:contributor.committeemember":["Gatewood, Thomas E.","Farahani, Gohar","Burge, Penny L.","Weinstein, Stuart H."],"dc:contributor.department":["Educational Research"],"dc:creator":["Joy, Donna E."],"dc:date.accessioned":["2014-03-14T20:16:35Z"],"dc:date.available":["2014-03-14T20:16:35Z","2004-12-06"],"dc:date.issued":["2004-09-02"],"dc:description.abstract":["The motivation and importance of this study was influenced by my own experience of transitioning from traditional face-to-face to online instruction. For this study, I conducted telephone interviews with 12 instructors meeting the specified qualifications. I also conducted email interviews with participants for 5 weeks. Transcripts of all interviews are located in the appendices. I used a combination of first person, hermeneutic and existential phenomenological approaches to investigate the lived experiences of college and university instructors who have transitioned from traditional face-to-face to online instruction. Several minor themes were revealed. The overall theme is that the online classroom system is an emerging culture with some unique advantages. The paper ends with a major question to be further examined: Would the results be different if less experienced instructors were interviewed?"],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-09232004-172606"],"dc:identifier.uri":["http://hdl.handle.net/10919/29066"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Phenomenological Research","Distance Education","Online Education"],"dc:title":["Instructors Transitioning to Online Education"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Research"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:54Z"}