Abstract
The purpose of this phenomenological study was to understand how experienced higher education faculty conceptualize authenticity in teaching. A second purpose of the study explored how faculty communicate authenticity in teaching in the online classroom through course design. Related to communicating authenticity through course design, this study explored how faculty use engagement tools and strategies in the online classroom. The overarching research question for this study was "How do faculty communicate their humanness in an online course?" The study was conducted at a State College in the Southeastern United States. Using semi-structured interviews and art-based inquiry, this study considered authenticity in teaching through the lens of person-centered learning and course design through the Community of Inquiry framework. This study found that experienced online faculty conceptualized authenticity from a professional and personal perspective as driven by a genuine concern for the learner. Carl Rogers' theory of person-centered learning, as related to conditions for the educator, emerged throughout the thematic analysis of the data. Faculty reported various ways of communicating authenticity through course design. Faculty found the Learning Management System (LMS) to be robust and expressed an aversion to adopting Web 2.0 tools external to the LMS. Finally, though not related to the research question driving this study, faculty discussed the immense time and energy required to design and facilitate an engaging online classroom. Implications for practice include purposeful faculty development initiatives that support person-centered online course design and institutional support for the faculty and the learner.
Notes
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Graduation Date
2021
Semester
Fall
Advisor
Campbell, Laurie
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Educational Leadership and Higher Education
Degree Program
Educational Leadership; Higher Education Track
Format
application/pdf
Identifier
CFE0008867; DP0026146
URL
https://purls.library.ucf.edu/go/DP0026146
Language
English
Release Date
December 2024
Length of Campus-only Access
3 years
Access Status
Doctoral Dissertation (Campus-only Access)
STARS Citation
Lipsey, Jessica, "The Authentic Online Teacher: A Phenomenological Exploration of Faculty Experiences with Online Course Design" (2021). Electronic Theses and Dissertations, 2020-2023. 896.
https://stars.library.ucf.edu/etd2020/896
Restricted to the UCF community until December 2024; it will then be open access.