Date of Conferral

6-18-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Sarah Inkpen

Abstract

The problem addressed through this study was the low implementation rate of practices learned during professional development courses which can limit positive student outcomes. The purpose of this qualitative study was to identify the challenges online faculty encounter when implementing teaching practices learned in an online PD course in effective online teaching practices and to better understand the characteristics of the practices they were able to implement. Rogers's diffusion of innovation theory grounded the study. In this basic qualitative study, semistructured interviews were conducted with a purposeful sample of 12 participants who recently completed the course and responded to an email request for their participation in the study. Data were analyzed using Saldana's two-cycle coding to identify challenges and to capture faculty descriptions of practices they could implement. Findings showed that the lack of sufficient time to implement new practices was a significant barrier to implementation. Faculty also identified limitations with their own courses such as asynchronous environments and predesigned courses as barriers to implementation. Faculty noted they more likely to implement less complex practices. Recommendations for improvements in the design and delivery of the professional development course include extending the length of the course, guiding faculty toward less complex practices, and highlighting the benefits of the practices. Improving instruction for online students is essential to ensure equitable access, enhance engagement, and support student achievement in an environment that meets diverse learner needs and advances positive social change by fostering student success and empowering a diverse community of learners to contribute meaningfully to society.

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