Date

4-17-2024

Department

School of Education

Degree

Doctor of Philosophy

Chair

Susan Quindag

Keywords

asynchronous, pre-service teachers certification program, simulated field experience, video-based instruction, theory of motivation

Disciplines

Higher Education

Abstract

This phenomenological study explored the lived experiences of teachers when enrolled in an asynchronous pre-service educator certification program. This study was guided by John Keller’s theory of motivation, as it explained the motivational factors that influence the Attention, Relevance, Confidence, and Satisfaction (ARCS) model for teachers who have completed an asynchronous educator certification program. A qualitative hermeneutical phenomenology design was combined with snowball and convenience sampling to enroll 10 participants from a school district in the Midwest. Responses from semi-structured individual interviews and a focus group with five participants were collected, and program description letters were obtained from all participants. The coding of all transcriptions helped in determining the study’s themes and subthemes. The themes identified in this study were lifestyle preference for asynchronous learning, procrastination of asynchronous learning, program competencies, technology challenges, community of the program, meaningless peer communication, external factors for self-motivation, and human connection. The findings of this study are relevant as they revealed the common experiences of pre-service teachers enrolled in the asynchronous educator certification program. The study's conclusions included the communication and procrastination challenges participants faced and their motivations to overcome them and continue their program.

Download

Share

COinS