Open Access Dissertation
Web-based instruction; Instructional systems--Design;
This phenomenological study aims to understand the faculty member’s technological and pedagogical challenges when they teach an online course. The participants of the study were eight faculty members from a Midwestern university. All the participants had attended at least one Quality Matters workshop that was intended to help them design their online courses. While the workshops that the participants attended were similar, they were not the same. Some had participated in the workshop five or six years ago, and some had attended a more recent one. The faculty members then worked with instructional developers at the same university to design and develop their online course before it was offered to students. The study findings are categorized based on the emerging themes resulting from these interviews. Results of this study will inform the decision making that influences online teaching as well as professional development opportunities offered to the faculty who teach online courses.
Year of Submission
Doctor of Education
Department of Curriculum and Instruction
Jill Uhlenberg, Committee Chair
Sarah Vander Sanden, Committee Co-Chair
1 PDF file (ix, 131 pages)
©2018 Maryam Rod Szabo
Rod Szabo, Maryam, "Teachers' pedagogical practices, shift, and professional growth in online courses" (2018). Theses and Dissertations @ UNI. 475.