Faculty perceptions of online teaching and learning: an interpretive phenomenological analysis

Katikos, Ashley Cemate (2023) Faculty perceptions of online teaching and learning: an interpretive phenomenological analysis. Doctoral thesis, Northern Arizona University.

Text Katikos_2023_faculty_perceptions_online_teaching_learning_interpretive.pdf - Published Version Download (2MB)

Abstract

This qualitative phenomenological study was an exploration of the lived experiences and perceptions of five full-time faculty members and their perceptions of online teaching and learning as a result of the COVID-19 pandemic. Semistructured interviews elicited information to describe faculty perceptions of online teaching and learning and further explore the advantages, disadvantages, and challenges of online teaching and learning. With a two-step deductive and inductive coding process grounded in transformational learning theory, this study showed how faculty moved through transformational learning stages and indicated the salient themes associated with faculty perceptions.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	COVID-19; higher education; online learning; tranformative learning
Subjects:	L Education > LB Theory and practice of education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Educational Leadership
Date Deposited:	12 May 2025 22:23
Last Modified:	12 May 2025 22:23
URI:	https://openknowledge.nau.edu/id/eprint/6137

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