Ed.D. Dissertations

Date of Award

4-2019

Document Type

Campus Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Donna Graham, Ph.D.

Content Specialist

Nicholas Markette, Ed.D.

Content Reader

Margaret Boice, Ed.D.

Keywords

adult learners, faculty, technology integration, achievement levels, constructivism, TPACK

Abstract

The purpose of the study was to develop an understanding of how adult learners and faculty perceive the integration of technology to affect the academic achievement level of the adult learner. The following two research questions guided the study: RQ 1: How do adult learners and faculty, at a community college located in Southeastern North Carolina, perceive technology integration affecting the academic achievement of the adult learner? RQ 2: How do faculty and adult learners, at a community college located in Southeastern North Carolina, perceive technology integration contributing to developing interactive and educational learning environments? The constructivism theory and the TPACK (Technology, Pedagogy and Content Knowledge) model were the theoretical foundations for the study. There were fourteen students and six faculty participants in the study. Evidence was generated using three forms of data collection to include face-to-face student interviews, a student focus group, and a faculty focus group. The researcher analyzed and coded each data source to determine the participants’ perceptions toward the research questions. The findings of the study indicated the participants perceived technology integration to have no overall effect on academic achievement. However, the participants did perceive there to be a positive effect on student interest, engagement, and confidence when technology is effectively integrated into the academic classroom.

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