Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Gina Solano

Abstract

Researchers have identified high dropout rates in online courses for the past several years with few strategies for improvement. The problem addressed in this basic qualitative study was that peer socialization and engagement are challenges in online courses. The purpose of this study was to understand how far utilizing social media improved student socialization and engagement in online courses thus resulting in increased student success. This study used the conceptual framework of engagement theory, which states that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The research questions addressed student perceptions about the importance of peer socialization, how students use social media, and how social media activities improve online learning. Data collection included two interviews and 92 online questionnaires from freshmen and sophomores who had previously taken or were currently taking an online course at one community college. Data analysis was achieved through two-step thematic coding. The first theme indicated that students value interaction to build relationships, prevent isolation, and form study groups. The second theme indicated that students use social media to communicate and submit assignments. The third and final theme indicated that student engagement is improved by the development of a sense of community and an increase in retention. The resulting project was a web-based professional development plan that is comprised of four modules where online instructors incorporate innovative technology into their courses. Instructors will have a curriculum that will provide research-based tools which will impact the college culture as instructors implement the tools learned into online courses and as students achieve success and satisfaction due to increased socialization and engagement.

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