Date

12-19-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Amy Schechter

Keywords

student success, retention, online education, learning, digital, technology

Disciplines

Higher Education | Instructional Media Design

Abstract

The purpose of this phenomenological study was to understand the experiences that participants from Northeastern College have in post-secondary online learning environments and recognize the overall factors that lead to student success and retention. The theory that guided this study was Bruner’s constructivist theory as it indicates the influence of experience on cognitive development and encourages the consideration of all factors that may impact the overall learning process. A hermeneutical phenomenological study was conducted with participants from Northeastern College in Ontario, Canada in order to accurately reflect personal experiences with the phenomenon of online post-secondary education. The central research question of the study centred around the academic learning experiences of post-secondary students in online environments. Data was collected through the use of individual interviews, document analysis, and focus groups. Individual interviews were analyzed with the use of Atlas.TI digital transcription software and second-order coding was used to consolidate data. Document analysis occurred digitally through the institutional online Moodle platform and analytic memoing was used to record findings. Analysis of research collected through focus groups was identical to that of individual interviews whereby digital transcriptions occurred through Atlas.TI and second-order coding took place to ensure accuracy. Participant experience in post-secondary online education was extensively researched to provide insight concerning student success and retention in digital learning environments.

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