Date

4-26-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy Schechter

Keywords

retention, asynchronous, synchronous, community college, western Pennsylvania, higher education, faculty

Disciplines

Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand completely online education’s impact on student retention for faculty at community colleges in western Pennsylvania. The theory guiding this study was Michael G. Moore’s transactional distance theory, which centers on three components of online education—structure, communication, and student autonomy. The literature review revealed these factors, and their relevant sub-factors all influence faculty’s experience and knowledge of the factors that impact student retention. The central research question for this study was as follows: What are faculty’s perceptions of completely asynchronous and synchronous education at community colleges in western Pennsylvania? This study employed a purposive sample of faculty at three community colleges. Three data-collection methods were used: semi-structured individual interviews with 11 faculty, a focus group at each institution, and a review of 33 documents. Max Van Manen’s data-analysis process for hermeneutic phenomenological studies was used to analyze the collected data and generate the results. The results generated three themes and 10 subthemes. Theme one was preparedness with subthemes lack of student readiness, faculty readiness for online teaching, and student engagement. Theme two was community with subthemes faculty acting in loco parentis, communication is paramount, faculty vs. administration input, and data for decision-making. Theme three was lack of access with subthemes impacts of COVID-19, ability to pivot, and lack of infrastructure. The themes and subthemes provide answers to the central research question as well as all three sub-research questions.

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