Abstract
dc:description.abstractThe 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?
Degree
thesis:*- Name thesis:degree_name
- Ph. D.
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Educational Research
- Department dc:contributor.department
- Educational Research
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2004
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Joy, Donna E.
- Chair dc:contributor.committeechair
-
- Lichtman, Marilyn V.
- Committee members dc:contributor.committeemember
-
- Gatewood, Thomas E.
- Farahani, Gohar
- Burge, Penny L.
- Weinstein, Stuart H.
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-09232004-172606
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/29066