Published dissertation exploring student perceptions of the use of educational technology to promote collaboration and engagement in online discussion forums.
The research study begin 2018 with an investigation into education technology and strategies to implement it in online courses. The focus was on developing opportunities to advance online engagement and collaboration. The study moved to the examination of discussion forums as an area of opportunity.
The study employed Garrison, Anderson, and Archer’s Community of Inquiry framework partnered with Transformational Leadership Theory developed by Burns to examine student perceptions of the use of educational technologies in discussion forums.
The study used semi-structured interviews to investigate the lived experiences of 15 participants who had experience as students in online higher education. The research examined the use of educational technology in online courses, the perceptions of educational technology in online discussion forums as an engagement strategy, and the perceptions of educational technology in online discussion forums as a collaborative strategy. The study’s findings offered insights on student perceptions of online discussion forums, educational technology, the instructor’s role, the human element, the transferable skills for the 21st-century workforce, and the benefits and barriers with technology.
The research results indicated the use of educational technology does not equate to increased engagement and collaboration. Reflective of prior research, course design, and the instructor’s role impacted the perceptions of online courses, engagement, and collaboration. The student perceptions indicated using educational technology may develop 21st-century workforce skills when implemented effectively by the instructor.
Published dissertation: A Phenomenological Study: Student Perceptions of Educational Technology in Online Discussion Forums