The purpose of this mixed method study was to determine the perceived impact of learning about technology via action research as a professional development activity on faculty and students in higher education. Nine faculty members--also Teaching and Technology Fellows representing various disciplines at St. John's University--were selected based on the strength of their applications to the Teaching and Technology Fellows program. Fellows were allotted a period of 24 months for in-depth technology research, bolstered by monthly FLC meetings. Data were collected from said group and a subset of students to determine the perceived impact of the program on faculty and students. Interpretive Phenomenology was used in conjunction with Factorial Analysis to effect data analysis. Qualitative results indicate that faculty members perceived action research as having a positive impact on their pedagogical skills, professional growth, and their students' academic experience. The quantitative aspect, which involved a flipped classroom format vs. a traditional lecture format, yielded near significant results for student engagement. Overall, this study provides empirical evidence on the effectiveness of action research to inform best practices for professional development of educators in higher education. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]