Date of Award

Spring 2-11-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Boyd Bradbury

Keywords

Virtual Classroom, Synchronous, Learning Satisfaction, Corporate Learning, Online Learning Pedagogy

Abstract

Online learning classrooms continue to grow as a popular addition and/or alternative to the traditional face-to-face classroom. Along with tremendous growth, online classrooms have also experienced rapid evolution and innovation to the point where the term “online learning” is no longer a universal term. There is a need to expand the existing research base to include subsets of online classrooms and include more diverse populations of learners. The purpose of this convergent mixed-methods study was to better understand subsets of online learning by exploring learning satisfaction in synchronous online classrooms at a Fortune 125 financial institution. The overarching question for this researcher was, “how does learning satisfaction in the synchronous online classroom compare with similar experiences facilitated in a face-to-face classroom in the corporate training environment.” With synchronous online classroom adoption expanding, there is a need to better understand learner perspectives to shape recommendations for improving synchronous online teaching practices. Additionally, using a corporate population provides an opportunity to further expand generalizability of previous online learning satisfaction studies to a new population. A casual-comparative approach was used to analyze four years of historical learning satisfaction survey data from the company’s learning management system (LMS) and contextualize it with focus group data collected from employees. The final results provided a deeper exploration of synchronous online satisfaction, how it compares to traditional face-to-face learning satisfaction for adult learners, and recommendations for improving the synchronous online learning experience.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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