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ERIC Number: ED523004
Record Type: Non-Journal
Publication Date: 2011
Pages: 212
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1243-9420-6
Impact of a Teachers' Online Summer Experiences on Their Approaches to Learning and Studying and Their Perceptions of Online Learning
Perez-Fasano, Sylvia
ProQuest LLC, Ph.D. Dissertation, George Mason University
The current research shows that distance learning has become a viable alternative to the traditional face-to-face classroom instruction in both K-12 and higher education. Therefore the course design and the quality of the content are essential in determining how teachers perceive a web based learning environment, and whether they adopt a deep or surface approach to learning. The purpose of this study was to explore, investigate, and analyze data that might reveal whether the teachers' participation in two web based was instrumental in their adopting a different approach to learning and influencing their perceptions of the summer online experience. This mixed methods study was conducted in a large suburban county on the east coast of the United States. Data was collected from a pre and a post Likert-style questionnaire, ALSI and WEBLEI respectively, and telephone interviews. Fifty-five out of fifty who answered the pre-questionnaire volunteered to be interviewed after they completed the coursework. Fifty-five out of fifty-seven K-12 teachers completed both questionnaires. Three of the teachers who answered the pre-questionnaire volunteered to be interviewed after they completed the coursework. The quantitative data did not contribute any new significant findings to the already existing research. However, the interviews revealed that the teachers felt that some of the negative factors of the summer online experience were frustration at the commitment of time, tedium or boredom, and minimal feedback from their mentors. On the other hand, the features of the web based courses that they found to be positive were flexibility and convenience, autonomy and efficiency, interaction, relevance of practice, course design, interaction and communication and enjoyment. Recommendations for future research were to use the constructs of motivation, heterogeneous grouping, and different content areas. Suggestions made to practitioners were to consider the time constraints on students, provide timely feedback, and incorporate effective learning activities to minimize end of course tedium and boredom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A