Transitional experiences of undergraduate and graduate students new to online learning: a cross-case analysis

dc.contributor.authorChapman, Kandace Michelle
dc.contributor.committeeChairHemmer, Lynn
dc.contributor.committeeMemberSmith, Nancy
dc.contributor.committeeMemberCifuentes, Lauren
dc.contributor.committeeMemberHormozi, Amir
dc.date.accessioned2016-01-19T17:36:08Z
dc.date.accessioned2016-01-19T17:36:08Z2016-01-19T17:36:08Z
dc.date.available2016-01-19T17:36:08Z
dc.date.available2016-01-19T17:36:08Z2016-01-19T17:36:08Z
dc.date.issued2015-12
dc.descriptionA dissertation submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR of EDUCATION in EDUCATIONAL LEADERSHIP from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractOnline learning in public schools and higher education continues to grow exponentially; however, little is known as to whether students are ready for a virtual learning environment (Larreamendy-Joerns & Leinhardt, 2006). The purpose of this qualitative cross-case research study was to explore the transitional experiences of college students at undergraduate and graduate levels when introduced to an online learning environment for the first time. Using Schlossberg’s Transition Theory, the researcher explored how four college students in South Texas experienced an online learning environment for the first time. The researcher used purposeful sampling that included two first year college students and two first year graduate students who had not taken an online course. Findings suggest the participants underwent a transition within and across the four elements of the transition theory: self, support, situation, and strategies. Different strategies and different levels of support were utilized as each transitioned from a traditional classroom environment to an online learning environment. Findings indicate that regardless of certain background experiences, each participant emerged from the transition as a new self who is more self-aware and prepared to handle challenges encountered in online and face-to-face classroom environments. The study has implications for various stakeholders connected to online learning. The findings suggest that K-12 educators, working in traditional classroom settings may want to find ways to incorporate independent work that allows students to adjust more easily to the online learning environment where self-sufficiency is fundamental. Professors teaching online college courses need to be aware of the significance of high level of support needed for online students to maintain a successful transition into the online learning environment. Higher education administrators should consider the option of having college students take online courses early in their collegiate career to strengthen their self-sufficiency with the hope of increasing overall retention.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.identifier.urihttp://hdl.handle.net/1969.6/664
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs (CC BY-NC-ND)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjecthigher educationen_US
dc.subjectk 12en_US
dc.subjectonline learningen_US
dc.subjecttransition theoryen_US
dc.titleTransitional experiences of undergraduate and graduate students new to online learning: a cross-case analysisen_US
dc.typeTexten_US
dc.type.genreDissertationen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Kandace Chapman Dissertation.pdf
Size:
3.39 MB
Format:
Adobe Portable Document Format
Description:

License bundle

Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description: