Ed.D. Dissertations

Date of Award

Spring 2-13-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Nicholas Markette, Ed.D.

Content Specialist

Barbara Calabro, Ph.D.

Content Reader

Simyka Carlton, Ed.D.

Keywords

Community college faculty perception, qualitative case study, student outcomes

Abstract

The purpose of this descriptive case study was to explore how community college instructors in New Jersey perceive the influence of online best teaching practices—pedagogical, technical and content knowledge—on student outcomes. Teaching in an online environment is different than a traditional face-to-face environment. The instructors develop different techniques and strategies to reach and deliver understandable content to the student. This is being done as distance education continually evolves and as instructors deploy new techniques to provide an effective learning environment to the student. As this delivery method continues to grow in popularity institutions can review and understand how do faculty really perceive this phenomenon and how does this impact student outcomes? This qualitative research answered how do community college instructors in New Jersey perceive the influence of online best teaching practices—pedagogical, technical and content knowledge—on student outcomes. The four major themes identified within the study were Pedagogy, Content Knowledge, Student Perception and Technology. The study also identified some emerging themes such as a majority of the semi-structured interviewees believe face-to-face outcomes have better success than online courses, faculty, and administrators believe students have a substantial influence on their own individual outcomes.

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