Date of Conferral

8-5-2024

Date of Award

August 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Lynne Orr

Abstract

The importance of the study lies within the gap in practice where online education focuses primarily on the student experience and technology, leaving little focus on the successes and challenges of the instructors. The purpose of this basic qualitative study was to look at the perceptions of adjunct faculty towards the successes, challenges, and resources necessary to effectively teach online within the United States. The conceptual framework utilized for the study was Lazarus’ cognitive-mediational model of emotion. Semistructured interviews were conducted with 12 participants using Zoom conferencing software with adjunct faculty members teaching in online higher education programs throughout the United States. To ensure proper protocol was followed, coding schemes based on the research questions and participant responses were used, and data analysis was completed using Yin’s five-step analysis process. Three key themes emerged from the interviews. Regarding the first theme, the instructors highlighted triumphs in student achievement, professional accomplishment, and personal well-being. The second theme addressed the challenges adjunct faculty face in online teaching including reflections on difficulties, teaching responsibilities, personal concerns, and a lack of connection. The third theme highlighted several resources participants deemed essential for online teaching, including professional networking, professional development, training for the rapidly expanding field of online education, and technology. Utilizing the study’s findings can enhance the understanding of the successes, challenges, and resource needs in virtual adjunct teaching, leading to better experiences for higher education stakeholders and fostering positive social change in academia.

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