Ed.D. Dissertations

Date of Award


Document Type

Campus Access Dissertation


College of Education



Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Jerry McGuire, Ph.D.

Content Specialist

Anne Grey, Ed.D.

Content Reader

Guy E. White, Ed.D.


digital divide, dispositions, field theory, group dynamics, Learning Management System (LMS), nontraditional students, online environment, online learning, online programs, online pedagogy, organizational change, strategic goals, evaluation, assessment, isolation, support, professional development, timestamps, social presence


The intent of this research study was to gather the perspectives and experiences of faculty as they transition from teaching onground to teaching online. The findings of this study are significant socially and educationally because a majority of administrators at higher education institutions have instituted online programs as a means to grow enrollment in their long-term strategic plans. As a result, many onground faculty are being asked to teach in an unfamiliar environment. The research in this study addressed how faculty who teach online adapt to the technology in the online environment, how administrators can better support the faculty who teach in online programs by stating the mission and vision of online programs, recommendations of evaluation in online programs, and suggestions for professional development of faculty that is specific to the online environment. The methodology of the research was a case study with a sample size of ten faculty and two administrators. The findings of the study revealed concerns from faculty regarding building relationships and social presence with students in the online environment through the use of multiple means, including web conferencing. The findings also indicated the need for faculty to have a sense of connection to the online environment in order to avoid the feeling of isolation and lack of collaboration.

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