Category
Oral (LUO Remote) - Applied
Description
The purpose of the phenomenological study was to explore the lived experiences of teachers when enrolled in an asynchronous pre-service educator certification program. The theory guiding this study was John Keller’s theory of motivation, as it explained the motivational factors that followed the Attention, Relevance, Confidence, and Satisfaction (ARCS ) model for teachers who have completed an asynchronous educator certification program. A qualitative hermeneutical phenomenology design was used with a combination of snowball and convenience sampling to gather 10 participants from a school district in the Midwest. The findings of this study were collected from semi-structured individual interviews, a focus group with five participants, and program description letters from all participants. Coding of all transcriptions helped determine the themes and subthemes of this study. The themes established from this study included lifestyle preference for asynchronous learning, procrastination of asynchronous learning, competencies of the program, technology challenges, community of the program, meaningless peer communication, external factors for self-motivation, and human connection. The major findings of this study revealed common experiences pre-service teachers had while enrolled in their asynchronous educator certification program. The conclusions of the study included the communication and procrastination challenges participants faced and the motivations they used to continue their program and overcome the challenges.
Exploring the Lived Experiences of Teachers when Enrolled in Asynchronous Certification Program: A Phenomenological Study
Oral (LUO Remote) - Applied
The purpose of the phenomenological study was to explore the lived experiences of teachers when enrolled in an asynchronous pre-service educator certification program. The theory guiding this study was John Keller’s theory of motivation, as it explained the motivational factors that followed the Attention, Relevance, Confidence, and Satisfaction (ARCS ) model for teachers who have completed an asynchronous educator certification program. A qualitative hermeneutical phenomenology design was used with a combination of snowball and convenience sampling to gather 10 participants from a school district in the Midwest. The findings of this study were collected from semi-structured individual interviews, a focus group with five participants, and program description letters from all participants. Coding of all transcriptions helped determine the themes and subthemes of this study. The themes established from this study included lifestyle preference for asynchronous learning, procrastination of asynchronous learning, competencies of the program, technology challenges, community of the program, meaningless peer communication, external factors for self-motivation, and human connection. The major findings of this study revealed common experiences pre-service teachers had while enrolled in their asynchronous educator certification program. The conclusions of the study included the communication and procrastination challenges participants faced and the motivations they used to continue their program and overcome the challenges.
Comments
Doctorate