Online and Distance Learning
@KMSmithPhD
Dr. Keyonda Smith
Title: Director of Online Course Design
Research Topic: The Relationship between Institutional Culture and Faculty Perceptions of Online Learning in Chiropractic Higher Education
Institution: Trident University International
Committee Chair: Dr. Pamela A. Wilson
Abstract: The purpose of this research study was to examine the relationship between institutional culture and faculty perceptions of online learning in chiropractic higher education. This research study is significant as it sought to inform chiropractic higher education leadership of their institutional culture and its influence on faculty perceptions of online learning during planning and implementation of innovative strategic initiatives. To best meet the requirements of accrediting program agencies, inform leadership, and enhance future faculty and student’s online experiences, this research study examined the relationships of these constructs. Conceptual perspectives of Christensen’s (1997) Disruptive Innovation theory, Festinger’s (1957) theory of Cognitive Dissonance and McNay’s (1995) Institutional Culture Model provided the framework to investigate the research problem.
To read this study click the link below
Title: Director of Online Course Design
Research Topic: The Relationship between Institutional Culture and Faculty Perceptions of Online Learning in Chiropractic Higher Education
Institution: Trident University International
Committee Chair: Dr. Pamela A. Wilson
Abstract: The purpose of this research study was to examine the relationship between institutional culture and faculty perceptions of online learning in chiropractic higher education. This research study is significant as it sought to inform chiropractic higher education leadership of their institutional culture and its influence on faculty perceptions of online learning during planning and implementation of innovative strategic initiatives. To best meet the requirements of accrediting program agencies, inform leadership, and enhance future faculty and student’s online experiences, this research study examined the relationships of these constructs. Conceptual perspectives of Christensen’s (1997) Disruptive Innovation theory, Festinger’s (1957) theory of Cognitive Dissonance and McNay’s (1995) Institutional Culture Model provided the framework to investigate the research problem.
To read this study click the link below
| keyonda_smith_manuscript_04272018.pdf |
@banksmassey
Dr. Stephanie A. Banks-Massey
Title: Educational Consultant
Research Topic: What Impact Does Online Higher Educational Learning Have on Adults’ Preferred Learning Styles?
Institution: Argosy University
Committee Chair: Dr. Sarah Dale
Abstract: The focus of this study was to exhibit how the learning styles of adult students can have a direct impact on a student’s ability to succeed in an online learning program. Adult students attending online programs have not recognized the importance of knowing their individual learning styles. Universities looking for ways to retain satisfied students in online programs should contemplate improving a student’s learning experience by examining how a university’s online education program affects a student’s learning preference. This study is an examination of the impact online learning has on adult students’ learning styles and also an exploration of the benefits of universities offering a tutorial to new students registering online for the first time. Therefore, this qualitative phenomenological study was conducted to uncover the impact online learning has on the learning styles of seven online students attending Concordia University Chicago and thirteen students attending other online universities. Thereby, three instruments were used to uncover this phenomenon. This study heightened the body of knowledge related to online learning in higher education and the adult students’ learning preferences. The results showed that learning styles of adult students could be influenced either positively or negatively while studying online, positively if a student is aware of his or her learning style and negatively if a student does not recognize his or her abilities or learning preferences. Also noted, the study showed 65% of the online student participants’ utilized multimodal learning preference while learning online. Although rich data were introduced, additional studies with a larger sample size could further support these findings.
To read this study click the link below
Title: Educational Consultant
Research Topic: What Impact Does Online Higher Educational Learning Have on Adults’ Preferred Learning Styles?
Institution: Argosy University
Committee Chair: Dr. Sarah Dale
Abstract: The focus of this study was to exhibit how the learning styles of adult students can have a direct impact on a student’s ability to succeed in an online learning program. Adult students attending online programs have not recognized the importance of knowing their individual learning styles. Universities looking for ways to retain satisfied students in online programs should contemplate improving a student’s learning experience by examining how a university’s online education program affects a student’s learning preference. This study is an examination of the impact online learning has on adult students’ learning styles and also an exploration of the benefits of universities offering a tutorial to new students registering online for the first time. Therefore, this qualitative phenomenological study was conducted to uncover the impact online learning has on the learning styles of seven online students attending Concordia University Chicago and thirteen students attending other online universities. Thereby, three instruments were used to uncover this phenomenon. This study heightened the body of knowledge related to online learning in higher education and the adult students’ learning preferences. The results showed that learning styles of adult students could be influenced either positively or negatively while studying online, positively if a student is aware of his or her learning style and negatively if a student does not recognize his or her abilities or learning preferences. Also noted, the study showed 65% of the online student participants’ utilized multimodal learning preference while learning online. Although rich data were introduced, additional studies with a larger sample size could further support these findings.
To read this study click the link below
| u8_a6_massey_s_final_dissertation.pdf |