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A Phenomenological Study of Traditional Public High School

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A Phenomenological Study of Traditional Public High School A PHENOMENOLOGICAL STUDY OF TRADITIONAL PUBLIC HIGH SCHOOL GRADUATES’ EXPERIENCES WHILE TAKING THEIR FIRST ONLINE COURSE IN COLLEGE by David Warner Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2020 2 A PHENOMENOLOGICAL STUDY OF TRADITIONAL PUBLIC HIGH SCHOOL GRADUATES’ EXPERIENCES WHILE TAKING THEIR FIRST ONLINE COURSE IN COLLEGE by David Warner A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2020 APPROVED BY: Kenneth Tierce, EdD, Committee Chair Kelly Bingham, EdD, Committee Member 3 ABSTRACT The purpose of this phenomenological study was to understand the shared lived experiences of traditional high school graduates while taking an online course for the first time. Many colleges and universities provide online courses as part of their regular instructional program. Some colleges and universities require students to take an online course early in their post-secondary education. However, there are a limited number of k-12 public-school districts in the United States that provide opportunities for high school students to take online courses as part of the regular curriculum. This phenomenological study was designed to investigate the perceptions of traditional high school graduates while taking an online course for the first time as university undergraduate students, related to the quality of the learning experiences, challenges faced, and learner satisfaction. Participants for the study included 11 undergraduate college students from a university in the Northeast. Data were gathered via a screening questionnaire, individual interviews, a single focus group interview, and reflective journals. Data analysis utilized NVivo software and included bracketing, open coding, and thematic analysis. Analysis yielded four major themes: (a) flexibility, (b) disconnectedness, (c) challenges of online coursework, and (d) learning preferences. The findings indicated that each participant had a unique experience during the online course. Findings also revealed important insights about online readiness, course interactions, and the strengths and challenges of learning in an online course for the first time. Finally, most participants expressed high satisfaction that the flexibility and convenience of the online course created balance in their busy lives. Keywords: educational experience, online learning, phenomenology, public education, traditional classroom 4 Copyright Page © 2020 by David Warner 5 Dedication To Danielle, Olivia, and Francesca, who are my inspiration and the driving force behind all that I do. Danielle you push me to be better each and every day – as a husband, father, and friend. Olivia, you are the smartest person I know, and I hope I can keep up! Francesca, you are super talented and excel in anything you put your mind to. Each of you make me better in every way, and I am so grateful that I have you in my life. 6 Table of Contents ABSTRACT ………………………………………………………………………………………3 Dedication ………………………………………………………………………….......................5 List of Figures……………………………………………………………………………............10 List of Abbreviations……………………………………………………………….....................11 CHAPTER ONE: INTRODUCTION……………………………………………………………12 Overview ………………………………………………………………….......................12 Background ……………………………………………………………….......................13 Situation to Self ………………………………………………………………………….18 Problem Statement ………………………………………………………………………19 Purpose Statement ……………………………………………………………………….20 Significance of the Study ………………………………………………………………..21 Research Questions ……………………………………………………….......................22 Definitions ……………………………………………………………………………….25 Summary ………………………………………………………………………………...26 CHAPTER TWO: LITERATURE REVIEW…………………………………………………...27 Overview ………………………………………………………………...………………27 Theoretical Framework ………………………………………………………………….27 Related Literature ………………………………………………………………………..34 Summary ……………………………………………………………...…………………58 CHAPTER THREE: METHODS ……………………………………………………………….60 Overview ………………………………………………………………………………...60 Design …………………………………………………………………….......................60 7 Research Questions ……………………………………………………….......................63 Setting …………………………………………………………………….......................64 Participants ………………………………………………………………………………65 Procedures ……………………………………………………………………………….66 The Researcher’s Role …………………………………………………………………..68 Data Collection ………………………………………………………………………….67 Screening Questionnaire…………………………………………………………68 Interviews ……………………………………………………………………….69 Focus Group Interview…………………………………………………………..75 Reflective Journals ………………………………………………………………77 Data Analysis ……………………………………………………………………………78 Trustworthiness ………………………………………………………………………….80 Credibility ……………………………………………………………………….81 Dependability and Confirmability ………………………………………………81 Transferability …………………………………………………….......................82 Ethical Considerations …………………………………………………………………..83 Summary ………………………………………………………………………………...83 CHAPTER FOUR: FINDINGS …………………………………………………………………85 Overview ………………………………………………………………………………...85 Participants ………………………………………………………………………………85 Alana …………………………………………………………………………….87 Anton ……………………………………………………………………………87 Charles …………………………………………………………………………..88 8 Eileen ……………………………………………………………………………89 Isabel …………………………………………………………………………….90 Jen ……………………………………………………………………………….90 Paul ……………………………………………………………………………...91 Ryleigh …………………………………………………………………………..92 Sara ……………………………………………………………………………...93 Sydney …………………………………………………………………………..94 Tracey …………………………………………………………………………...95 Results …………………………………………………………………………………..95 Major Theme 1: ………………………………………………………………....97 Major Theme 2: ………………………………………………………………..102 Major Theme 3: ………………………………………………………………..107 Major Theme 4: ………………………………………………………………...110 Research Question Responses ………………………………………………………….115 Central Research Question ……………………………………………………..116 Research SQ1 …………………………………………………………………..119 Research SQ2 …………………………………………………………………..121 Research SQ3 …………………………………………………………………..122 Research SQ4 …………………………………………………………………..126 Summary ……………………………………………………………………………….127 CHAPTER FIVE: CONCLUSION ……………………………………………………………128 Overview ………………………………………………………………………………128 Summary of Findings ………………………………………………………………….128 9 Discussion ……………………………………………………………………………...133 Theoretical Literature ………………………………………………………….134 Empirical Literature ……………………………………………………………135 Implications …………………………………………………………………………….139 Theoretical Implications ……………………………………………………….140 Empirical Implications………………………………………………………….142 Practical Implications …………………………………………………………..145 Delimitations and Limitations ………………………………………………………….147 Recommendations for Future Research ………………………………………………..149 Summary ……………………………………………………………………………….151 REFERENCES…………………………………………………………………………………153 APPENDIX A……………………... …………………………………………………………..180 APPENDIX B ……………………………………….………………………………………....181 APPENDIX C ……………………….…………………………………………………………182 APPENDIX D…………………… …………………………………………………………….183 APPENDIX E ……………………………………………………………….…………………186 APPENDIX F…………………………………………………………...……………………...187 APPENDIX G………………………………….…………………………………………….....188 APPENDIX H………………………………………………………………………………......190 APPENDIX I…………………………………………….……………………………………..191 APPENDIX J…………………………………………………………………………………...192 10 List of Figures Figure 1 Framework of cognitive load theory…………………………………………………...29 Figure 2 Types of e-learning interaction…………………………………………………………32 Figure 3 The e-learning setting circle for general research methodology……………………….34 Figure 4. Narrative reflection imagery………………………………………………………….117 11 List of Abbreviations Artificial Intelligence (AI) Federal Educational Rights and Privacy Act (FERPA) Higher Education Act (HEA) Independent Study (IS) Individuals with Disabilities Education Act (IDEA) Integrated Postsecondary Education Data System (IPEDS) Learning Management Systems (LMS) Massive Open Online Courses (MOOCs) Online Learning Self-Efficacy Scale (OLSES) Online Program Managers (OPMs) Personal Learning Environment (PLE) Quality Matters™ (QM) Virtual Learning Environments (VLE) 12 CHAPTER ONE: INTRODUCTION Overview Chapter One includes an introduction to information related to online learning and the experiences of traditional high school graduates while taking their first online course in college. According to Saiger (2016), the number of online courses in colleges and universities has significantly increased in recent years. This trend has also been observed in the secondary school setting, where charter schools and private virtual academies have been offering opportunities for online learning over the past number of years. Recent research by Clements, Stafford, Pazzaglia, and Jacobs (2015) provided an overview of the trends in online courses in the United States and examined data from surveys of brick-and-mortar public high schools in Iowa and Wisconsin about online learning opportunities for their students; this study indicated that the majority of public high schools in the states of Iowa and Wisconsin faced significant challenges in implementing online learning programs. Recent research noted that the educational outcomes for students enrolled in online programs may vary according to the program type. Therefore, additional research surrounding the circumstances of how and why schools elect to use online learning may provide valuable information to educators, policymakers, parents, and students (Clements et al. 2015). The information presented
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