Elementary Teachers' Experiences of Student Engagement During Forced Virtual Learning: A Phenomenological Approach
School of Education
Doctor of Philosophy in Education (PhD)
virtual, student engagement, elementary school teachers, experiences
Education | Elementary Education
Campbell, Heather Nicole, "Elementary Teachers' Experiences of Student Engagement During Forced Virtual Learning: A Phenomenological Approach" (2023). Doctoral Dissertations and Projects. 4187.
The purpose of this transcendental phenomenological study was to understand and describe Virginia's Shenandoah Valley Elementary School teachers' experiences of student engagement during forced virtual learning. Teachers' experiences were defined by their positive or negative perceptions of virtual learning experiences. Bandura's social learning theory guided this study on the importance of student engagement in the classroom. This qualitative, transcendental phenomenological study included 12 elementary school teachers from the Madre school division. Data were collected through interviews, letter writing, and focus groups. The precoding and coding processes were used for data analysis to identify three final themes. The themes were online classroom management, digital tools for engagement, and collaboration. Each theme supported this study's central and sub-research questions to gain insight into elementary school teachers' experiences of student engagement during forced virtual learning.