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Higher Education Faculty Members' Experiences in Designing a Quality Syllabus for Online Education

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Title: Higher Education Faculty Members' Experiences in Designing a Quality Syllabus for Online Education
Language: English
Authors: Yusuf Adam Marafa
Source: ProQuest LLC. 2022Ph.D. Dissertation, The University of North Dakota.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 159
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, College Faculty, COVID-19, Pandemics, Educational Quality, Course Descriptions, Phenomenology, Distance Education, Online Courses, Instructional Design, Computer Software, Teacher Attitudes, Teaching Methods, Learning Processes, Student Needs, Student Diversity, Integrity, Professionalism, Educational Policy, School Schedules, Course Evaluation, Course Organization, Outcomes of Education
ISBN: 979-88-340-2260-2
Abstract: Higher education is rapidly changing, and instructors are striving to match the needs of 21st-century digital learners. There is a growing demand and shift from traditional classes to the online mode of instruction for most post-secondary learning institutions. Additionally, with the recent pandemic (COVID-19), post-secondary institutions had to transform and revise their courses to online and hybrid models. Higher education institutions struggled with limited knowledge, skills, and resources to design syllabi and implement online education courses to meet the needs of their students to attain quality education. The purpose of this study was to explore higher education faculty members' experiences in designing quality syllabi for online education. This study was grounded in the theoretical framework of Edmund Husserl's descriptive phenomenology through interviews. Data obtained from interviews were recorded and stored on a flash drive reserved only for this research. The researcher analyzed interviews by carefully listening, reviewing, and reading the lived experiences of each participant. Then the researcher transcribed recorded interviews into written text using the FTW Transcriber software. This helped the researcher get a deep and rich understanding of the phenomenon (designing a quality syllabus) through finding "significant statements" and determining the "themes" of each participant's experiences. Findings indicated that this phenomenological study about higher education faculty members' lived experiences in teaching and learning will help faculty and researchers to understand how to design a quality syllabus for online education that will satisfy the needs of diverse students. Ten themes emerged from the in-depth interviews conducted to gain insights into higher education faculty members' lived experiences. These themes included: title section, course description, learner outcomes, course organization, course evaluation, course accessibility, course policies and calendar, academic integrity, professional behavior, and equal opportunity. These themes are the components required in a quality syllabus for an online course. These research results will contribute to efficient pedagogical approaches to teaching and learning in online education setting. [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.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29206610
Accession Number: ED645567
Database: ERIC
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  Data: Higher education is rapidly changing, and instructors are striving to match the needs of 21st-century digital learners. There is a growing demand and shift from traditional classes to the online mode of instruction for most post-secondary learning institutions. Additionally, with the recent pandemic (COVID-19), post-secondary institutions had to transform and revise their courses to online and hybrid models. Higher education institutions struggled with limited knowledge, skills, and resources to design syllabi and implement online education courses to meet the needs of their students to attain quality education. The purpose of this study was to explore higher education faculty members' experiences in designing quality syllabi for online education. This study was grounded in the theoretical framework of Edmund Husserl's descriptive phenomenology through interviews. Data obtained from interviews were recorded and stored on a flash drive reserved only for this research. The researcher analyzed interviews by carefully listening, reviewing, and reading the lived experiences of each participant. Then the researcher transcribed recorded interviews into written text using the FTW Transcriber software. This helped the researcher get a deep and rich understanding of the phenomenon (designing a quality syllabus) through finding "significant statements" and determining the "themes" of each participant's experiences. Findings indicated that this phenomenological study about higher education faculty members' lived experiences in teaching and learning will help faculty and researchers to understand how to design a quality syllabus for online education that will satisfy the needs of diverse students. Ten themes emerged from the in-depth interviews conducted to gain insights into higher education faculty members' lived experiences. These themes included: title section, course description, learner outcomes, course organization, course evaluation, course accessibility, course policies and calendar, academic integrity, professional behavior, and equal opportunity. These themes are the components required in a quality syllabus for an online course. These research results will contribute to efficient pedagogical approaches to teaching and learning in online education setting. [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.]
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RecordInfo BibRecord:
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      – Text: English
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        PageCount: 159
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: Instructional Design
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      – SubjectFull: Computer Software
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Processes
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      – SubjectFull: Student Needs
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      – SubjectFull: Student Diversity
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      – SubjectFull: Integrity
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      – SubjectFull: Professionalism
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      – SubjectFull: Educational Policy
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      – SubjectFull: School Schedules
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      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: Course Organization
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      – SubjectFull: Outcomes of Education
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