Investigating Instructor Perceptions of Online Teaching Versus Traditional Classroom Instruction

Investigating Instructor Perceptions of Online Teaching Versus Traditional Classroom Instruction by Gena P. McNair MDE Strayer University, 2005 BS, Southeastern University, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2015 Abstract Web-based education is an important method of instruction across multiple higher education contexts due to its convenience, accessibility, and flexibility. A local college faces demand for online teaching that exceeds the availability of willing faculty. This study investigated instructors’ perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Transformational learning theory was the conceptual foundation of this study. The study’s guiding questions were designed to determine how faculty regarded their experiences teaching online classes and the reasons for their opinions, as well as what limitations faculty thought online education possessed. The qualitative, descriptive study investigated faculty attitudes and beliefs about distance education. The program director sent out 10 emails recruiting voluntary participants; six responded, met criteria, and participated. Criteria included at least 3 years of online teaching experience, where at least 1 class took place using an online format, over the course of 2 semesters. Data collected were coded and analyzed for emerging themes. Findings indicated that participants think distance education is beneficial; however, classroom instruction has strengths online teaching does not. To address the findings, a workshop series aimed at educating stakeholders about distance education was designed and developed. The implementation of the workshop series has the potential to change educators’ attitudes and teaching practices at the local college to the benefit of all stakeholders. Further, this study has the potential to inform change at other colleges facing similar challenges. In addition, future studies should explore differences in student satisfaction levels between online education and traditional courses, if any.Web-based education is an important method of instruction across multiple higher education contexts due to its convenience, accessibility, and flexibility. A local college faces demand for online teaching that exceeds the availability of willing faculty. This study investigated instructors’ perceptions of online teaching versus traditional classroom instruction to ascertain whether there were systematic differences between online teaching and face-to-face classroom instruction. Transformational learning theory was the conceptual foundation of this study. The study’s guiding questions were designed to determine how faculty regarded their experiences teaching online classes and the reasons for their opinions, as well as what limitations faculty thought online education possessed. The qualitative, descriptive study investigated faculty attitudes and beliefs about distance education. The program director sent out 10 emails recruiting voluntary participants; six responded, met criteria, and participated. Criteria included at least 3 years of online teaching experience, where at least 1 class took place using an online format, over the course of 2 semesters. Data collected were coded and analyzed for emerging themes. Findings indicated that participants think distance education is beneficial; however, classroom instruction has strengths online teaching does not. To address the findings, a workshop series aimed at educating stakeholders about distance education was designed and developed. The implementation of the workshop series has the potential to change educators’ attitudes and teaching practices at the local college to the benefit of all stakeholders. Further, this study has the potential to inform change at other colleges facing similar challenges. In addition, future studies should explore differences in student satisfaction levels between online education and traditional courses, if any. Investigating Instructor Perceptions of Online Teaching Versus Traditional Classroom Instruction by Gena P. McNair MDE Strayer University, 2005 BS, Southeastern University, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Dedication I am overjoyed and so thankful to be able to dedicate this proposal to my Children, and my Protector. My dissertation is meant to bring glory and honor to all the people I love. It is my heartfelt desire that everyone who reads this work not only becomes knowledgeable regarding online education, but will consider their own education by utilizing distance education if need be. I am a firm believer in online education. I am also dedicating this proposal to all of my family present and past. My dear friend Juilo, who have listened to me, encouraged me, stimulated me to move on, and helped me with housekeeping, running errands, and helped me with computer support. There are others I am dedicating this proposal to who are so precious and dear to my heart but who have gone on into eternity. They are my husband James Crews Jr., friends Alan D. Smith, William Sussman, and my Grandfather John McNair, and Grandmother Elizabeth McNair, my aunts and uncles. Acknowledgments I want to thank my family, especially my mother, for her lifelong support and love. My brother, Denison and sister law Sara for their understanding in helping me with my up’s and downs. Two of my college professors strongly advised me to pursue an academic career, and I am grateful for their ongoing encouragement and support. My Son, Teddarrian, Daughters, Bernadette, Chynna, Jessica, and Sister, Brenda, and my best friends in the world, Beverly, Linda, and Diana, all who have stood by me as I have struggled through the emotional ups-and-downs of my doctoral program. I also want to thank my thesis advisor, Dr. Kovan, and my instructors, Dr. Ioan G. Ionas and Dr. Jennifer Grill for the “tough love” they have shown in the preparation of my dissertation. Without them, I might never have finished. Finally, a sincere thanks to my friends Perry W. Williams and Joseph Schutt.