Date
2-29-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
James Sigler
Keywords
andragogy, asynchronous learning, non-traditional adult learner, online learning, learner motivation
Disciplines
Education
Recommended Citation
Gartland, Tomie L., "Asynchronous Online Learning Motivation Experiences for Community College Degree-Seeking Non-Traditional Adult Learners: A Qualitative Study" (2024). Doctoral Dissertations and Projects. 5208.
https://digitalcommons.liberty.edu/doctoral/5208
Abstract
The purpose of this transcendental phenomenological study is to discover the asynchronous online learning experiences that support learning motivation for community college degree-seeking non-traditional adult learners in the United States. The theoretical framework guiding this study is Knowles’ andragogy adult learning theory. The utilization of Moustakas’ analysis of transcendental phenomenology utilized epoché, or the removal of personal bias, and the focus of Moustakas’ bracketing of the central research question. The central research question is: How do community college degree-seeking non-traditional adult learners experience motivation in the asynchronous online learning environment? The study consisted of 10 degree-seeking non-traditional adult learners who completed an asynchronous online course for degree credit at a community college in the United States. Data collections utilized Moustakas’ data analysis to discover the essence of the phenomena utilizing three data collections: feedback surveys, interviews, and letter-writing. The research data was synthesized using summarized composite descriptions and triangulation.
