Online Teaching Theory to Practice
A Multi-Method Qualitative Study
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Over the last decades, the use of educationaltechnology has exploded, changing the complexion ofadult higher education. This revolution calls for newperspectives on developing successful online learningcommunities. As they offer an emic perspective,qualitative studies of online educators are crucialto provide an efficient guidance for practice. Thisbook explores the experience of online educators ininstitutions of higher education in the UnitedStates. By integrating a qualitative meta-synthesisinto a hermeneutic phenomenological design, theauthor offers new insights and recommendations to alls...
Over the last decades, the use of educational
technology has exploded, changing the complexion of
adult higher education. This revolution calls for new
perspectives on developing successful online learning
communities. As they offer an emic perspective,
qualitative studies of online educators are crucial
to provide an efficient guidance for practice. This
book explores the experience of online educators in
institutions of higher education in the United
States. By integrating a qualitative meta-synthesis
into a hermeneutic phenomenological design, the
author offers new insights and recommendations to all
stakeholders, including faculty and leaders in
colleges and universities. Derived from a
triangulation process, her study substantiates
previous research by filling the gaps between ideal
practices and contemporary realities. Originating
from a study recipient of the 2009 Dissertation of
the Year Award, this book offers itself as an
introductory guide for those who want to conduct
qualitative metasynthesis or multi-method qualitative
studies in education or in other disciplines.
technology has exploded, changing the complexion of
adult higher education. This revolution calls for new
perspectives on developing successful online learning
communities. As they offer an emic perspective,
qualitative studies of online educators are crucial
to provide an efficient guidance for practice. This
book explores the experience of online educators in
institutions of higher education in the United
States. By integrating a qualitative meta-synthesis
into a hermeneutic phenomenological design, the
author offers new insights and recommendations to all
stakeholders, including faculty and leaders in
colleges and universities. Derived from a
triangulation process, her study substantiates
previous research by filling the gaps between ideal
practices and contemporary realities. Originating
from a study recipient of the 2009 Dissertation of
the Year Award, this book offers itself as an
introductory guide for those who want to conduct
qualitative metasynthesis or multi-method qualitative
studies in education or in other disciplines.
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