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Perceptions of Adult Professional St...

Skinner, Miah Miranda.

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Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses./
作者:	Skinner, Miah Miranda.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10241883
ISBN:	9781369359107

Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses.
Skinner, Miah Miranda.

Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 161 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ed.D.)--Walden University, 2016.

Although a mandate was given in an urban southern university for instructors in the Adult Professional Studies Program (APS) to begin transitioning their face-to-face courses to online curricula, few courses have been converted. The purpose of this case study was to determine APS instructors' perceptions of developing and transitioning face-to-face courses to an online format. Lewin's change theory and force field analysis provided the conceptual framework for this study. The research questions concerned the faculty's perceptions of developing and transitioning courses to an online format. A purposeful sample of fulltime and adjunct faculty, with different levels of expertise in online courses within the APS department was invited to participate. Semistructured interview data from these faculty (n = 9) - were analyzed manually using color coding to determine the needs and barriers for instructors transitioning their face-to-face courses to online curricula. According to the study findings, the APS faculty saw value in online education, but perceived many obstacles that keep them from fully investing into this type of instruction. 10 themes were identified through data analysis in this study. These themes were used to create a 3-day professional development (PD) project for faculty members in the APS to assist educators in creating appropriate innovations for teaching and learning in an online setting. Creating a comprehensive, 3-day PD training for APS staff and faculty that address barriers noted in the findings of the study and diverse learning opportunities created learning opportunities for nontraditional students in the APS.

ISBN: 9781369359107Subjects--Topical Terms:

543202
Adult education.

Perceptions of Adult Professional Studies Instructors Regarding Developing and Transitioning Online Courses.
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