Date

11-13-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Janet Deck

Keywords

engagement, distance learning, interventions, higher education

Disciplines

Educational Administration and Supervision

Abstract

The purpose of this phenomenological study was to understand the lived experiences of online college students. Reviewed research includes finding that online students perform lower academically than their in-person counterparts and online students suffer a lack of engagement in online learning environments. The theories guiding this study were educational engagement theory and social learning theory. Sociologists and education experts suggest that learning is as social as it is academic in nature. Research data were obtained from current online students on their feelings about instructor interventions to increase engagement. Interviews were conducted with students and research also used focus groups to obtain lived experiences that provided a common connection within this research group. Data were analyzed to understand the nature of engagement as well as to understand how students reacted to actions by professors aimed at engaging students in an online classroom. Data analysis revealed the themes of (1) isolation, (2) personal choice, and (3) being present. Subthemes that exist under the primary theme of isolation examined the participants feelings of being alone, a need to adjust to new reality, and dealing with distance between the student and peers/professor. Utilizing the themes, educational institutions and educators can focus on creating environments that increase engagement and make students feel involved within the online learning environment.

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