Abstract
This phenomenological study examined the lived experiences of first-time online learners enrolled in a fully online master’s program, all at the same private and nonprofit University in Minnesota. Each of these student participants had taken at least two full online courses, with some of them nearing the end of their program. The students who participated in this study were recruited from a variety of online programs. They encompassed different age groups and levels of experience with online learning. A phenomenological analysis of the interview and focus group transcripts provided a thorough set of results to code the prevalent categorical themes. This included flexibility and independence in online learning, as well as the development of engagement with instructors, peers, and technology. Results helped identify ways of adapting to online learning and the opportunities or challenges these participants faced in their online courses. These aspects were delineated into themes that further illuminate the lived experiences of the student participants. From the analysis, the researcher uncovered the appreciation of learners for the flexibility that online learning brings in their lives. Despite the benefits, the learners indicated that they miss personal and face-to-face interactions with their instructors and peers. This theme highlighted the importance of interactions and relationships for the student participants. The researcher found that the participants were pushed to increase their capabilities through online learning by utilizing different resources. Finally, the student participants reported how online learning has permitted them to develop skills that are practical and applicable in the real-world setting.
Presenters
Charles EltongaStudent, Doctor of Education, Saint Mary's University of Minnesota, Minnesota, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Online Learning, Phenomenology, Adult Learning, Student Experience, Online Program Manager
