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Caribbean Medical School Faculty Leveraging Pedagogy to Integrate Educational Technology in Teaching: Reflections on Professional Learning Experiences

Ngorosha, Loveness
http://orcid.org/0000-0003-2539-693X
http://rave.ohiolink.edu/etdc/view?acc_num=miami1713499820745277

Abstract Details

2024, Doctor of Philosophy, Miami University, Educational Leadership.
Faculty professional learning on integrating educational technology in instruction is a critical part of the professional growth of Caribbean medical school faculty. Integrating educational technology in instruction to facilitate learning may be effective when faculty engage in intentional and reflective professional learning activities. Despite the significance of faculty professional learning in this area, a lacuna appears in the research done in the Caribbean region hence the study I conducted to understand how medical faculty make sense of their experiences. I conducted a phenomenological study with seven participants at one Caribbean medical school. I used purposive sampling to recruit the seven faculty members based on their active participation in professional learning activities geared toward integrating educational technology in their teaching in the past four years at their school. I conducted semi-structured interviews via Microsoft Teams to gather data on this common phenomenon. I then used Moustakas’s (1994) modified Van Kaam Phenomenological Data Analysis Method to analyze the data and obtain the horizons of the experience. Using the horizons of the experience (Moustakas, 1994), I produced a textural portrait of the experience of each participant. Following imaginative variation that reveals the structures contributing to the quality of the experience, I constructed a structural portrait of each participant’s experience. Gazing at the textural and structural portraits, I constructed a composite structural portrait of the participants’ experience from which nine universal themes emerged. The themes were: diversity of professional learning activities; the centrality of pedagogy; curiosity and motivation; the significance of educational degree programs; the illusion of learner digital nativity; supportive leadership; technological unpreparedness for the pandemic; enticement by technological substitution; and pedagogical wisdom in technology selection. The knowledge generated through this study should contribute to a better understanding of how faculty at a Caribbean medical school make sense of their professional learning experiences integrating educational technology to facilitate student learning. Further research with faculty from many Caribbean medical schools is needed to explore this area more deeply.
Dr. Thomas S. Poetter (Advisor)
Dr. Sherrill S. Sellers (Committee Member)
Dr. Guy Parmigian (Committee Member)
Dr. Joel Malin (Committee Member)
194 p.
Adult Education; Educational Leadership; Educational Technology; Instructional Design; Pedagogy; Teaching
Professional learning; medical education; phenomenology; meaning-making; pedagogy; instruction; educational technology integration; effective learning; Caribbean medical school faculty

Recommended Citations

Citations

  • Ngorosha, L. (2024). Caribbean Medical School Faculty Leveraging Pedagogy to Integrate Educational Technology in Teaching: Reflections on Professional Learning Experiences [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1713499820745277

    APA Style (7th edition)

  • Ngorosha, Loveness. Caribbean Medical School Faculty Leveraging Pedagogy to Integrate Educational Technology in Teaching: Reflections on Professional Learning Experiences. 2024. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1713499820745277.

    MLA Style (8th edition)

  • Ngorosha, Loveness. "Caribbean Medical School Faculty Leveraging Pedagogy to Integrate Educational Technology in Teaching: Reflections on Professional Learning Experiences." Doctoral dissertation, Miami University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=miami1713499820745277

    Chicago Manual of Style (17th edition)

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© 2024, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.
Release 3.2.12