A Phenomenological Study Of Secondary Teachers Experiences With A Mandated Transition To And From Synchronous Online Instruction

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A Phenomenological Study of Secondary Teachers' Experiences with a Mandated Transition to and from Synchronous Online Instruction

Author : Susan P. Lyman
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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Book Synopsis A Phenomenological Study of Secondary Teachers' Experiences with a Mandated Transition to and from Synchronous Online Instruction by : Susan P. Lyman

Download or read book A Phenomenological Study of Secondary Teachers' Experiences with a Mandated Transition to and from Synchronous Online Instruction written by Susan P. Lyman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand secondary teachers’ experiences with an unexpected transition between in-person teaching and virtual modalities for secondary educators in New York public schools. The theory that guided this study was Schlossberg’s transition theory which provided a lens through which to understand the shared experiences of making an unplanned transition from face-to-face teaching to online platforms. The study was qualitative and followed a phenomenological research design. The setting for this study was multiple public school districts in Nassau and Suffolk Counties on Long Island, New York. The sample was 10 secondary public school teachers from different content areas. I used Moustakas’ transcendental phenomenology procedures to analyze data collected from interviews, journal prompts, and a focus group. Findings showed the importance of support in the educational process, especially in times of emergency remote instruction. There was a continuous feeling of uncertainty throughout the transition pertaining to technology and how long remote instruction would last. A major finding of the study was that human connections are supreme in the teaching world, especially in times of crisis.

A Phenomenological Study of Teacher-to-student Technology-mediated Communication in Secondary Virtual School Environments

Author : Sherry Ashe
Publisher :
ISBN 13 :
Total Pages : 171 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis A Phenomenological Study of Teacher-to-student Technology-mediated Communication in Secondary Virtual School Environments by : Sherry Ashe

Download or read book A Phenomenological Study of Teacher-to-student Technology-mediated Communication in Secondary Virtual School Environments written by Sherry Ashe and published by . This book was released on 2018 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe teacher experiences of teacher-to-student technology-mediated communication (TMC) in secondary virtual school (VS) environments in Alabama. The central research question for this study was: How do virtual school teachers in Alabama describe their experiences of teacher-to-student technology-mediated communication in secondary virtual school environments? Five sub-questions were also used: (1) How does technology-mediated communication meet the needs of individual teachers? (2) How does technology-mediated communication lead to better work performance? (3) How do teachers describe characteristics of the tasks that must be performed? (4) How do teachers describe characteristics of the technology that are used? (5) How do user characteristics impact the use of technology-mediated communication? The theory guiding this qualitative study was Goodhue and Thompson’s (1995) task-technology-fit (TTF) theory. Students educated in virtual environments use TMC, so teachers must know what kinds of TMC work best. The problem is that the teacher voice has been ignored in identifying teacher-to-student TMC that is effective in secondary VS environments. Using purposeful sampling of 12 VS teachers in Alabama, this research utilized semi-structured interviews, artifacts, and an asynchronous online focus group to uncover teacher experiences of teacher-to-student interactions in VS environments. Data analysis included bracketing, coding, establishing patterns, textural and structural descriptions, and development of the essence of participants’ experiences. In seeking meaning from their experiences, the predominant theme of whatever is best for the students became evident. Four themes developed pertaining to the participants’ experiences: Teacher mindset, teacher presence, integration of technology into instruction, and technology issues.

Secondary Teacher Experiences in Professional Learning Communities

Author : Tiphani Jo Morris Morris
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis Secondary Teacher Experiences in Professional Learning Communities by : Tiphani Jo Morris Morris

Download or read book Secondary Teacher Experiences in Professional Learning Communities written by Tiphani Jo Morris Morris and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological research study was to describe secondary mathematics, science, English Language Arts (ELA), and social studies teachers’ experiences with PLCs at Central Texas secondary schools. Using Wenger’s (1998) social theory, the study answered the central research question: What are the lived experiences of secondary mathematics, science, ELA, and social studies teachers involved in PLCs in Central Texas? The sub-questions included: What collaborative experiences do secondary teachers have during PLCs? What professional learning experiences do secondary teachers have during PLCs? The setting included two middle schools and one high school located in Central Texas. The sample size was 12 public-school teachers, and data were collected through interviews, focus group conversations, and observations. The data were categorized into common themes and patterns.

Educators' Perspectives of Student Outcomes

Author : Rikki J. Cook
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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Book Synopsis Educators' Perspectives of Student Outcomes by : Rikki J. Cook

Download or read book Educators' Perspectives of Student Outcomes written by Rikki J. Cook and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individual experiences inform psychological adjustment, academic achievement, and trait-specific behaviors during adolescence. The formation of their identity is further dependent upon social and emotional interactions such as those experienced in the social learning environment. During the COVID-19 pandemic, mandated social distancing resulted in the closure of public schools state-wide, forcing students and educators to utilize online educational environments with no preparatory or transitionary periods to allow for adequate adjustment. It is necessary to assess and work toward an understanding of the consequences of this environmental shift, and of the adolescents’ modified social interactions. This descriptive qualitative phenomenological study explores the experiences of eight Washington state public school educators. Each of the participants experienced teaching online during the pandemic and have since returned to the traditional classroom environment. The study utilized semi-structured one-to-one interviews to discuss their classroom environment and the observed social and emotional development of their students. Data collection and analysis followed the principles of phenomenological research, exploring patterns regarding the described shared experiences of public educators following periods of mandated online learning. Three themes and nine subthemes emerged describing the experiences of public educators in Washington state. Two themes described how participants experienced the transition from online learning environments to the traditional learning environment, including a loss of authority and a lack of structure in the educational environment. The third theme described how educators have experienced the social and emotional development of their students, noting a significant decline in the mental health of students.

Pedagogy of Vulnerability

Author : Edward J. Brantmeier
Publisher : IAP
ISBN 13 : 1648020275
Total Pages : 295 pages
Book Rating : 4.6/5 (48 download)

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Book Synopsis Pedagogy of Vulnerability by : Edward J. Brantmeier

Download or read book Pedagogy of Vulnerability written by Edward J. Brantmeier and published by IAP. This book was released on 2020-03-01 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. This work builds on that of Edward Brantmeier in Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation (Lin, Oxford, & Brantmeier, 2013). In his chapter, “Pedagogy of vulnerability: Definitions, assumptions, and application,” he outlines a set of assumptions about the term, clarifying for his readers the complicated, risky, reciprocal, and purposeful nature of vulnerability, particularly within educational settings. Creating spaces of risk taking, and consistent mutual, critical engagement are challenging at a moment in history where neoliberal forces impact so many realms of formal teaching and learning. Within this context, the divide between what educators, be they in a classroom or a community, imagine as possible and their ability to implement these kinds of pedagogical possibilities is an urgent conundrum worth exploring. We must consider how to address these disconnects; advocating and envisioning a more holistic, healthy, forward thinking model of teaching and learning. How do we create cultures of engaged inquiry, framed in vulnerability, where educators and students are compelled to ask questions just beyond their grasp? How can we all be better equipped to ask and answer big, beautiful, bold, even uncomfortable questions that fuel the heart of inquiry and perhaps, just maybe, lead to a more peaceful and just world? A collection of reflections, case studies, and research focused on the pedagogy of vulnerability is a starting point for this work. The book itself is meant to be an example of pedagogical vulnerability, wherein the authors work to explicate the most intimate and delicate aspects of the varied pedagogical journeys, understandings rooted in vulnerability, and those of their students, colleagues, clients, even adversaries. It is a work that “holds space.”

Virtual High School Graduates

Author : Emily Riester Green
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (855 download)

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Book Synopsis Virtual High School Graduates by : Emily Riester Green

Download or read book Virtual High School Graduates written by Emily Riester Green and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: As education systems continue to grow and evolve with new advancements in technology, so do methods of instruction. Technological advancements have helped to further distributed learning, making instruction available to students in various geographic locations and times. Virtual secondary education is a form of distributed learning where secondary students complete their degrees fully online, outside of a brick-and-mortar school. There is a lack of information regarding the experiences of these students as they transition to traditional colleges and universities after attending virtual high schools. This study sought to describe the experiences of virtual high school graduates as they transition to traditional colleges and universities. The study was qualitative in nature, and used phenomenological research methods to form an understanding of these experiences. The study was completed in the fall semester of 2012. A total of 12 virtual high school graduates from South Carolina virtual high schools were interviewed. Nine of the students were attending traditional, brick-and-mortar four year degree awarding higher education institutions, and three students were attending technical colleges. The findings revealed four themes, two related to the academic aspect of the transition, and two related to the social aspects. The academic themes were time management and learning environment preferences. Participants indicated that attending the virtual high schools helped them to learn time management skills, which transferred to their skills in college. Participants had a variety of learning environment preferences, and felt there were benefits to both online and face-to-face classes. The social themes were involvement and homeschooling misconceptions. Participants believed that involvement was key to success in virtual high schools, and staying involved in college helped their transitions. Participants also indicated that many peers and faculty had misconceptions that they were homeschooled. The overarching essence of the study revealed a need for more support and understanding of their educational backgrounds. Specifically, the participants perceived a lack of understanding about their backgrounds. Professors, administrators as well as other students could benefit from learning about virtual education. Additional studies following virtual high school graduates throughout their college experiences are needed. Further, forming support networks or programs for them would be beneficial for this student group.

A Phenomenological Study of Instructors’ Experiences with Receiving and Utilizing Student Feedback in Online Course

Author : Stanley T. Triplett
Publisher :
ISBN 13 :
Total Pages : 174 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis A Phenomenological Study of Instructors’ Experiences with Receiving and Utilizing Student Feedback in Online Course by : Stanley T. Triplett

Download or read book A Phenomenological Study of Instructors’ Experiences with Receiving and Utilizing Student Feedback in Online Course written by Stanley T. Triplett and published by . This book was released on 2021 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to explore how community college online course instructors at a large community college in the Deep South experience students’ feedback to reevaluate course quality and instruction. The central question of the study regarded how community college online instructors experience receiving and engaging with student evaluations. The theory guiding this study was Knowles’s theory of andragogy as it provides a framework for understanding adult learning, including those of adult learners in community college contexts as well as those instructors receiving and responding to student evaluations of teaching. A total of 11 instructors who teach online courses through a community college were recruited, and data resulting from in-depth, unstructured interviews, reflective journal entries, and document collection were analyzing using the phenomenological approach defined by Moustakas (1994). Results indicated that instructors valued and acted upon honest feedback targeting specific problems, particularly related to exam preparation. Instructors noted disregarding feedback perceived to be untimely or vague and suggested preferring to rely on class-based informal evaluations for insights into students’ learning needs and responses to instruction. Future research should further engage with the relative value of formal and informal student feedback, as well as to examine the experiences of instructors at institutions where no formal process for receiving student feedback of teaching exists. In all, the results reveal that evaluation can, if used and assessed correctly, provide significant value in terms of improving educational design, course content, test preparedness, and the ability to fulfill the needs of all students in a class. Hence, evaluation and feedback are of great importance and require significant executive decision making from teachers to navigate and utilize effectively.

A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model

Author : Jami Smith Weidmann
Publisher :
ISBN 13 :
Total Pages : 177 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model by : Jami Smith Weidmann

Download or read book A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model written by Jami Smith Weidmann and published by . This book was released on 2018 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative transcendental phenomenological study was to describe secondary teachers’ experiences implementing a secondary flipped classroom model (FCM) in the United States. A FCM is a framework wherein students work at their own pace and use in-class time for active learning activities. The following questions were researched: (a) How do secondary FCM teachers describe their lived experiences from implementing the FCM? (b) What benefits, if any, do secondary teachers describe from implementing the FCM? (c) What challenges, if any, do secondary teachers describe from implementing the FCM? (d) What necessary resources do teachers perceive important for successful implementation of the FCM? The theory guiding this study was the diffusion of innovation (DOI) theory, which helps uncover the processes involved with the spread of an innovation or idea in a specific social system. DOI aids in the analysis of technology acceptance and adoption patterns of teachers. Data collection included questionnaires, interviews, and virtual focus groups from 12 participants, selected because they successfully used the FCM for at least one year and collaborate via social media regarding their experiences. Data were collected and analysis included organizing, synthesizing, reduction, and enumeration to develop themes. In-depth explorations of the participants’ perceptions of the FCM provided rich descriptions and to answer the four research questions, five themes were identified: changes to planning and preparation, best practices, resources and tools, benefits of implementation, and gaining buy-in. Overall, although participants stated they experienced challenging situations with implementing the FCM, the benefits outweighed the challenges.

The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-face Coaching

Author : Amanda M. Gilbert
Publisher :
ISBN 13 :
Total Pages : 140 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-face Coaching by : Amanda M. Gilbert

Download or read book The Nature of Elementary Science Teachers' Experiences with Synchronous Online, Asynchronous Online and Face-to-face Coaching written by Amanda M. Gilbert and published by . This book was released on 2016 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the nature of instructional coaching interactions in three formats: online synchronous, online asynchronous, and face-to-face. Knight's (2007) Seven Partnership Principles of Instructional Coaching were used as a framework to analyze and compare the coaching interactions between coach and teacher to determine whether online coaching may be a viable option to provide support for the teachers unprepared to teach the new science standards. Some previous research has suggested that online communication can result in deeper personal interactions (Walther, 1996), while other studies suggest that interactions are the more natural and easier in formats that are more similar to face-to-face interactions (Kock, 2005). The findings of this study support the media naturalness theory (Kock, 2005) and suggest that collaboration may be especially difficult in asynchronous online communication. Although differences were noted in the actual interactions, teacher perception remained fairly consistently positive across the three formats. Research beyond this exploratory study is needed to make findings generalizable.

Digital Language Learning and Teaching

Author : Michael Carrier
Publisher : Taylor & Francis
ISBN 13 : 1315523280
Total Pages : 279 pages
Book Rating : 4.3/5 (155 download)

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Book Synopsis Digital Language Learning and Teaching by : Michael Carrier

Download or read book Digital Language Learning and Teaching written by Michael Carrier and published by Taylor & Francis. This book was released on 2017-01-27 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This carefully balanced set of studies and practitioner research projects carried out in various learning contexts around the world highlights cutting-edge research in the use of digital learning technologies in language classrooms and in online learning. Providing an overview of recent developments in the application of educational technology to language learning and teaching, it looks at the experience of researchers and practitioners in both formal and informal (self-study) learning contexts, bringing readers up to date with this rapidly changing field and the latest developments in research, theory, and practice at both classroom and education system levels.

The Authentic Online Teacher

Author : Jessica M. Lipsey
Publisher :
ISBN 13 :
Total Pages : 162 pages
Book Rating : 4.:/5 (129 download)

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Book Synopsis The Authentic Online Teacher by : Jessica M. Lipsey

Download or read book The Authentic Online Teacher written by Jessica M. Lipsey and published by . This book was released on 2021 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences

Author : Joelle Ramirez Lastica
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences by : Joelle Ramirez Lastica

Download or read book Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences written by Joelle Ramirez Lastica and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Students' Experiences of the Transition to High School

Author : Holly J. Schou
Publisher :
ISBN 13 : 9781085737296
Total Pages : 162 pages
Book Rating : 4.7/5 (372 download)

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Book Synopsis Students' Experiences of the Transition to High School by : Holly J. Schou

Download or read book Students' Experiences of the Transition to High School written by Holly J. Schou and published by . This book was released on 2019 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Phenomenological Case Study of Teacher Experiences with an Understanding of Instruction Aligned to the CCSS and Their Role in Advancing Equal Educational Opportunities for Students

Download A Phenomenological Case Study of Teacher Experiences with an Understanding of Instruction Aligned to the CCSS and Their Role in Advancing Equal Educational Opportunities for Students PDF Online Free

Author : Davita Faye Lancelin
Publisher :
ISBN 13 :
Total Pages : 286 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis A Phenomenological Case Study of Teacher Experiences with an Understanding of Instruction Aligned to the CCSS and Their Role in Advancing Equal Educational Opportunities for Students by : Davita Faye Lancelin

Download or read book A Phenomenological Case Study of Teacher Experiences with an Understanding of Instruction Aligned to the CCSS and Their Role in Advancing Equal Educational Opportunities for Students written by Davita Faye Lancelin and published by . This book was released on 2017 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Experience, Adoption, and Technology

Author : Terry Kidd
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (85 download)

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Book Synopsis Experience, Adoption, and Technology by : Terry Kidd

Download or read book Experience, Adoption, and Technology written by Terry Kidd and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored the experiences of public health faculty, who developed and taught online courses, at one particular school of public health from 2006 to 2009. The goal was to explore and document the experiences of faculty involved with this phenomenon. A criterion sample was used to identify and select participants. Five public health faculty participated in the study. Data were analyzed in two ways. Written narratives, observational field notes, and artifact data were analyzed using the inducted grounded analysis technique. Interview data were analyzed using the phenomenological data analysis method, Stevic-Colazzi Keen Method. Findings revealed that the experiences of public health faculty, who develop and teach online courses were similar to those in other subjects and were described as difficult, daunting, painful, and time consuming, leaving the public health faculty feeling frustrated and exhausted. While negative feelings described the experience pertaining to the development of online courses, the experience in the teaching phase was seen as positive, enjoyable, joyful, refreshing, and fun. These experiences were found to be contingent upon instructional and organizational support, availability and quality of resources and faculty development and training. Three overarching themes emerged from the study in relation to the experience. These themes included the rhetoric of fear, transformation, and support. The rhetoric of fear described the participants0́9 sense of being afraid or apprehensive toward developing and teaching online courses. Transformation described the transition participants made as they emerged as online instructors. Support described the structures needed to engage in the activities of developing and teaching online courses. The study also revealed five types of barriers to developing and teaching online courses at this particular school of public health. These barriers included psychological, organizational, technical, instructional, and time barriers. Benefits for developing and teaching online courses were identified. They included availability for students, access and penetration into global markets, instructional innovation, design innovation, and new methods of instructional delivery. This study provides data that can be used by institutions and faculty as they design and implement social, political, and technical infrastructures to support the activities of online teaching.

A Phenomenological Study of Traditional Public High School Graduates' Experiences While Taking Their First Online Course in College

Download A Phenomenological Study of Traditional Public High School Graduates' Experiences While Taking Their First Online Course in College PDF Online Free

Author : David B. Warner
Publisher :
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis A Phenomenological Study of Traditional Public High School Graduates' Experiences While Taking Their First Online Course in College by : David B. Warner

Download or read book A Phenomenological Study of Traditional Public High School Graduates' Experiences While Taking Their First Online Course in College written by David B. Warner and published by . This book was released on 2020 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the shared lived experiences of traditional high school graduates while taking an online course for the first time. Many colleges and universities provide online courses as part of their regular instructional program. Some colleges and universities require students to take an online course early in their post-secondary education. However, there are a limited number of k-12 public-school districts in the United States that provide opportunities for high school students to take online courses as part of the regular curriculum. This phenomenological study was designed to investigate the perceptions of traditional high school graduates while taking an online course for the first time as university undergraduate students, related to the quality of the learning experiences, challenges faced, and learner satisfaction. Participants for the study included 11 undergraduate college students from a university in the Northeast. Data were gathered via a screening questionnaire, individual interviews, a single focus group interview, and reflective journals. Data analysis utilized NVivo software and included bracketing, open coding, and thematic analysis. Analysis yielded four major themes: (a) flexibility, (b) disconnectedness, (c) challenges of online coursework, and (d) learning preferences. The findings indicated that each participant had a unique experience during the online course. Findings also revealed important insights about online readiness, course interactions, and the strengths and challenges of learning in an online course for the first time. Finally, most participants expressed high satisfaction that the flexibility and convenience of the online course created balance in their busy lives.

Students’ Experiences of College Professor Communication in Online Instruction

Author : William E. Carpenter
Publisher :
ISBN 13 :
Total Pages : 201 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis Students’ Experiences of College Professor Communication in Online Instruction by : William E. Carpenter

Download or read book Students’ Experiences of College Professor Communication in Online Instruction written by William E. Carpenter and published by . This book was released on 2020 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe 13 students’ experiences of college professor communication in asynchronous online courses at a large urban community college in central North Carolina. The focus was to answer the central research question of how online students describe communication experiences in an online college learning environment. The theories guiding this study were Knowles’ (1980) theory of adult learning- andragogy, and Short, Williams, and Christie’s (1976) social presence theory, as they correlated the need for professor communication with adult learning and social presence since communication can impact academic success for adult learners. To collect data, interviews and focus groups were conducted, and written journals were collected (Creswell & Poth, 2018, Moustakas, 1994). These three methods were incorporated to gather rich information from multiple sources. For analysis, Moustakas’s (1994) methods for transcendental phenomenology for data analysis were used. The four processes used were epoche, transcendental phenomenological reduction with the use of horizontalization (listing each expression related to the experience), imaginative variation, and synthesis of meanings. This data analysis involved examining significant themes and statements that reflected commonalities among all lived participant experiences in a simplified way (Moustakas, 1994). Results of this study impacted online learning by providing college professors with comments on online communication trends that positively and negatively impacted student course experiences.