Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Joanna L. Karet

Abstract

While institutions offering asynchronous courses provide training to help new instructors develop the skills necessary to facilitate learner-centered, asynchronous courses, little is known about how online instructors perceive the training they receive. Knowing more about how online instructors perceive the training they receive to prepare them to facilitate learner-centered, asynchronous courses can inform the improvement/enhancement of new instructor training. The purpose of this qualitative descriptive study was to explore online instructors’ perceptions of new instructor training at an online university in the Western United States. Mezirow’s transformative learning theory guided this study. Research questions were designed to explore how instructors feel about the training they received, whether they perceive the training as adequate preparation to meet the university’s expectations, and what, if any, notable improvement/enhancement opportunities exist. A purposeful sampling strategy was used to identify nine study participants from a population of online instructors who (a) completed new instructor training at least 2 years before the start of data collection, and (b) provided contact information to indicate their interest in participating in a one-on-one semistructured interview. Data were collected using an electronic questionnaire and in-depth semistructured interviews. Data were analyzed using a modified version of the Stevick-Colaizzi-Keen method. Results indicated that new instructor training lacks consideration for critical reflection that supports the development of instructors as adult learners, most notably in the areas of training content and training length. This study may foster positive social change by promoting new instructor training practices grounded in critical reflection and support the development of instructors as adult learners.

Download

Share

 
COinS