Title
Perspectives of Adult Learners and Faculty on Technology Integration and Student Achievement Levels
Date of Award
4-1-2019
Document Type
Restricted Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Nicholas Markette, Ed.D.
Third Advisor
Margaret Boice, Ed.D.
Abstract
The purpose of the study was to develop an understanding of how adult learners and faculty perceive the integration of technology to affect the academic achievement level of the adult learner. The following two research questions guided the study: RQ 1: How do adult learners and faculty, at a community college located in Southeastern North Carolina, perceive technology integration affecting the academic achievement of the adult learner? RQ 2: How do faculty and adult learners, at a community college located in Southeastern North Carolina, perceive technology integration contributing to developing interactive and educational learning environments? The constructivism theory and the TPACK (Technology, Pedagogy and Content Knowledge) model were the theoretical foundations for the study. There were fourteen students and six faculty participants in the study. Evidence was generated using three forms of data collection to include face-to-face student interviews, a student focus group, and a faculty focus group. The researcher analyzed and coded each data source to determine the participants’ perceptions toward the research questions. The findings of the study indicated the participants perceived technology integration to have no overall effect on academic achievement. However, the participants did perceive there to be a positive effect on student interest, engagement, and confidence when technology is effectively integrated into the academic classroom.