Drawing on Freire's Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous…

The purpose of this study was to examine graduate students' perceptions of online synchronous and asynchronous courses in peer engagement, teacher presence, and course design and materials. It further compared differences in synchronous and asynchronous courses, and whether graduate students' perceptions differed due to student age, number of…

This study sought to address the gap in knowledge about the effect of UDL features on asynchronous online postsecondary learners' achievement, engagement, and self-efficacy. The study also described a process for redesigning an online course to incorporate UDL components and provided specific examples of the implemented UDL guidelines. The study…

Technology has become a fundamental aspect of learning, yet many course instructors are hesitant to incorporate various forms of technology into their instructional design. This study sought to determine how course instructors can be assisted and supported to incorporate various asynchronous and synchronous technologies and strategies to course…

This capstone is an exploration of an online learning environment for teachers to receive professional learning at any time, anywhere. The focus of this capstone was to design a series of self-paced, asynchronous learning courses to help teachers implement one-to-one Chromebooks in the Fayette County Public School District. Additionally, the…

With the increase in online course enrollments each year, there is a continued examination of online course persistence, particularly in accelerated online courses. This examination of online course persistence has typically examined individual learner factors as contributors to persistence. However, research examining the institutional and…

Face-to-face, hybrid, blended, and online learning have all provided adult students flexibility in how they participate. However, these courses are constructed in a manner where the instructor dictates the mode of instruction. Student choice and flexibility are important for adult students. The purpose of this qualitative case study was to…

Background: New emerging online technologies have made dynamic changes in the structure of the online environment possible to address varying needs of diverse learners. Purpose: The purpose of this study was to identify the changes that occurred in online instructional design and strategies in mathematics education courses taught over a course of…