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Maddox_final4_23_15.pdf (954.16 KB)
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1.1_Participant_S.mp4
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1.2_Participant J.mp4
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1.3_Participant_D.mp4
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1.4_Participant_F.mp4
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1.5 _Participant_I.mp4
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2.1_Participant_S.mp4
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2.2_Participant_J.mp4
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2.3_Participant_D.mp4
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2.4_Participant_F.mp4
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2.5_Participant_I.mp4
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3.1_Participant_S.mp4
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3.2_Participant J.mp4
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3.3_Participant_D.mp4
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3.4_Participant_I.mp4
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3.5_Participant_F.mp4
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4.1_Participants_JJ.mp4
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4.2_Participant_F.mp4
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4.3_Participant_S.mp4
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4.4_Participants_SF.mp4
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4.6_Participant_I.mp4
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ETD Abstract Container
Abstract Header
Adapting to a Virtual Learning Environment
Author Info
Maddox, Winston H.
ORCID® Identifier
http://orcid.org/0000-0003-2000-4618
Permalink:
http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429
Abstract Details
Year and Degree
2015, Ph.D., Antioch University, Leadership and Change.
Abstract
This participatory action research (PAR) dissertation examines the experiences of five experienced faculty transitioning from teaching in a traditional classroom to a virtual learning environment. The research participants used technology to deliver course material and reflected on the changes in their pedagogical practice. Data were collected using four phased sessions, including the completion of interview questions, individual interview video sessions, and group video sessions and the review of participant video validation postings. Research participants used journaling to reflect on their values, beliefs, assumptions, and experiences associated with teaching and learning. Research participants teaching in virtual learning environments were provided an avenue to develop an understanding of previous encounters with technology, attitudes toward technology, and the relationship they envisioned for the use of technology in their classrooms. The study concluded with the development of an “Introduction to Online Teaching for Experienced Faculty Workshop.” The results of this dissertation substantiated that faculty experience various disorienting dilemmas that correlate with a progressive transformation, resulting in at least one case in a paradigm shift. The study also highlights the faculty participants’ concerns, issues, and perspectives of positivist versus constructivist teaching styles as a function of their participation. This dissertation is accompanied by 22 MP4 videos of the participants in this study (see List of Supplemental Files). This dissertation is available in open access in AURA http:/aura.antioch.edu and OhioLink ETD Center, www.ohiolink.edu/etd
Committee
Jon Wergin, PhD (Committee Chair)
Elizabeth Holloway, PhD (Committee Member)
Marcus Tillery, PhD (Committee Member)
Pages
143 p.
Subject Headings
Community College Education
;
Community Colleges
;
Education
;
Educational Software
;
Educational Technology
;
Information Technology
;
Pedagogy
;
Teaching
Keywords
higher education
;
community colleges
;
online teaching
;
professors
;
college teachers
;
pedagogy
;
virtual learning
;
PAR
;
participatory action research
;
disorienting dilemmas
;
progressive transformation
;
paradigm shifts
;
leadership
;
change
Recommended Citations
Refworks
EndNote
RIS
Mendeley
Citations
Maddox, W. H. (2015).
Adapting to a Virtual Learning Environment
[Doctoral dissertation, Antioch University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429
APA Style (7th edition)
Maddox, Winston.
Adapting to a Virtual Learning Environment.
2015. Antioch University, Doctoral dissertation.
OhioLINK Electronic Theses and Dissertations Center
, http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429.
MLA Style (8th edition)
Maddox, Winston. "Adapting to a Virtual Learning Environment." Doctoral dissertation, Antioch University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1429557429
Chicago Manual of Style (17th edition)
Abstract Footer
Document number:
antioch1429557429
Download Count:
3,814
Copyright Info
© 2015, all rights reserved.
This open access ETD is published by Antioch University and OhioLINK.