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Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program

Wuebker, Megan Paxton
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927

Abstract Details

2014, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
Despite the continuous growth of online learning in higher education, research examining the aspect of leadership in an online learning environment has been neglected. This study examined a graduate certificate program focused on leadership in online learning. There were four research questions addressed: students’ motivations for enrolling in the certificate program; structural, cultural, and leadership gaps between program development and implementation; design, technological, and delivery issues faced by faculty during program implementation; and the ability of students to transfer skills learned in the program to a professional setting. An embedded case study method was utilized; this method allowed for data to be collected from program developers, program faculty, student participants, and artifacts to provide a complete representation of the program. The case itself revealed four themes in the data collected: description of the program, motivation for and development of the program, lack of sustainability, and developing leadership. Findings showed that students were motivated by their own professional development goals, the leadership component of the program, and the credential offered by the program. Structural gaps between program development and implementation included collaboration, stakeholders, organizational alignment, program content, and sustainability. Cultural gaps included a need for the program, target audience, community formation, and collaboration. Leadership gaps between program development and implementation included a lack of a formal needs assessment and leadership experience. The faculty faced multiple design, technological, and delivery issues during program implementation. Design issues included the time frame for course development, course content, and the structure of their courses. Technological issues included rubrics in the learning management system and student access to software. Delivery issues included clear communication with and feedback to students, gaps in student leadership preparation, and overall impressions of their courses. Lastly, students identified knowledge and skills acquired in the program to be transferrable to their professional setting, including experience with different types of software, course assignments and projects, and the modeling of best practices in online learning by the program faculty. Students also identified the courses that were most and least beneficial in their experience as well as characteristics they believed a leader in online learning should possess. These findings have broad implications for the field of online learning, higher education institutions, program developers and faculty, and current and future students.
Carla Johnson, Ed.D. (Committee Chair)
Holly Johnson, Ph.D. (Committee Member)
Connie Kendall, Ph.D. (Committee Member)
Josh Pretlow, Pretlow Ph.D. (Committee Member)
249 p.
Educational Evaluation
Online Learning; Leadership; Higher Education; Program Leadership; Adult Learning

Recommended Citations

Citations

  • Wuebker, M. P. (2014). Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927

    APA Style (7th edition)

  • Wuebker, Megan. Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program. 2014. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927.

    MLA Style (8th edition)

  • Wuebker, Megan. "Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program." Doctoral dissertation, University of Cincinnati, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927

    Chicago Manual of Style (17th edition)

ucin1397466927
261
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This open access ETD is published by University of Cincinnati and OhioLINK.