Dissertation/Thesis Abstract

Educational paradigm shift: Emergence of the virtual classroom
by Jones, Deborah Marilyn, Ed.D., University of Phoenix, 2010, 209; 3489188
Abstract (Summary)

This qualitative phenomenological study explored participant's perception of the student-centered online learning environment through the lived experiences of 20 postsecondary online facilitators. The research questions were (a) what educational methodologies contributed to positive student learning experiences in a virtual classroom environment, and (b) what instructional delivery components and facilitation methods supported student participation. The results of the study revealed that the online facilitators who agreed to be participants in this study were actively involved in online education and resourceful in their approaches to online learning and the online learner experience. Through detailed analysis of the interview data three core themes emerged (a) student-learning experience, (b) learner engagement, and (c) learner participation. The emerging themes provided additional information to educational leaders that may assist in future online education decisions.

Indexing (document details)
Advisor: Taylor, Dallas
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 73/03, Dissertation Abstracts International
Subjects: Educational leadership, Pedagogy, Educational technology, Curriculum development
Keywords: Academic outcomes, Distance education, Faculty-student interaction, Online, Paradigm shift, Self-directed learning
Publication Number: 3489188
ISBN: 978-1-267-07123-1
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