Date
11-13-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Heather Strafaccia
Keywords
emerging technologies, higher education institutions, distance learning programs, phenomenological study, student learning outcomes, adaptive learning, personalized learning
Disciplines
Higher Education
Recommended Citation
Gomez, Jimmy Alexander, "Exploring the Fusion of Technological Innovation and Education Among Higher Education Faculty Leaders in Distance Learning Programs: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 7646.
https://digitalcommons.liberty.edu/doctoral/7646
Abstract
The purpose of this hermeneutic phenomenological study was to understand the influence of using emerging technologies on student learning outcomes for emergent faculty leaders at the College of Excellence in the Southwestern United States. The technological pedagogical content knowledge theory guided this study. The Central Research Question guiding this study was: What are the lived experiences of higher education faculty leaders influencing the use of emerging technologies to support student learning in distance learning programs? The integration of emerging technologies on student learning outcomes was generally defined as how new technologies can change student outcomes. The study included 10 emergent leaders in the College of Excellence who use emerging technologies, and their institution offers undergraduate distance learning programs. The setting for this hermeneutic phenomenological research was the College of Excellence in the Southwestern United States. Data collection methods involved a journal prompt, individual interviews, and focus groups. Data analysis followed Saldana’s three-cycle coding framework. Participants’ perspectives and lived experiences were explored related to the successful integration of emerging technologies to assess student achievement in distance learning higher education institutions. Findings indicated that technology integration resulted in increased student engagement and professional growth. Challenges related to ongoing administrative support and professional training were identified. Implications suggested a need for ongoing professional development and university-driven solutions to promote practical and accessible applications of emergent technologies in distance learning.
