Date
5-1-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Christine Saba
Keywords
digital learning for students with disabilities during Covid, teacher's lived experiences of digital learning during and post pandemic, a phenomenological study on teachers lived experiences and digital learning
Disciplines
Special Education and Teaching
Recommended Citation
Tyson, Angie R., "A Phenomenological Study on Teachers' Lived Experiences with Digital Learning and Students with Disabilities During and Post-Covid-19 Pandemic" (2025). Doctoral Dissertations and Projects. 6798.
https://digitalcommons.liberty.edu/doctoral/6798
Abstract
The purpose of this hermeneutic phenomenological study was to describe the experiences of educators with digital learning and students with disabilities during and post-pandemic in various areas in the Satellite Central Regional Area of eastern Georgia. The central research question of the study, "How do teachers describe their experiences with digital learning and students with disabilities during and post-pandemic?" was addressed by considering Bandura's perspectives on the theoretical framework of self-efficacy. Participants were 11 educators with lived experiences of self-efficacy working with students with disabilities and achievement gaps during and post-pandemic. The participants described their experiences in detail through focus groups, surveys, and in-depth, semi structured individual interviews. van Kaam’s data analysis method was used in this study. The study's findings provided a comprehensive grasp of the experiences of teachers with digital learning throughout the pandemic. The method involved stepping out of one’s personal beliefs and emotions to examine an unbiased perspective and ensure all participants were treated equally without compromising the fidelity and accuracy of the data on the participants lived experiences. The transcribed data were manually analyzed using the NVivo data analysis software. Data analysis involved coding to identify commonalities and themes. Four themes emerged: (a) access and participation challenges, (b) adaptations and modifications in teaching practices, (c) parental involvement and home environment, and (d) long-term educational adjustments and strategies.
