Date of Conferral

2-4-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Carole Pearce

Abstract

The problem addressed through this study is that local community college faculty members struggle to develop student engagement in online courses. The purpose of this basic qualitative study was to explore community college faculty perceptions about challenges with student engagement in online courses and recommendations for fostering that engagement. The conceptual frameworks for this study were Knowles’ theory of andragogy and self-directed learning, as well as Mezirow’s transformative learning theory. Data were collected through semistructured interviews with eight community college faculty members teaching online courses. Through open and axial coding the following themes emerged: faculty noted that their own technological barriers hinder student engagement; that they hardly noticed disengagement in their courses; students’ self-regulation led to motivation in the online learning space; that they experienced difficulties establishing a presence and interaction with students taking online courses; there was a need to improve technological access and support for online students; to address course design modifications to promote learning and increase student engagement; faculty presence and communication in the online learning environment is imperative for student engagement. A professional development workshop designed for community college online faculty to address challenges in student engagement can strengthen teaching effectiveness, which will contribute to student success and foster student engagement. By equipping faculty with resources and professional development, the outcome will support students in progressing toward degree completion and career advancement. Collectively, these benefits position the college to contribute to the economic sustainability of the local community and advance positive social change.

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