Date of Award
6-4-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Donna Graham, Ph.D.
Second Advisor
Michael Hollis, Ph.D.
Third Advisor
Jean Swenk, Ed.D.
Abstract
The problem this study explored was how do African-American adult learners perceive using technology in higher education to increase their academic success. The purpose of this qualitative study was to explore how African-American adult learners perceive using technology in higher education. This study was important because it provides an understanding of how African-American adult learners use technology in higher education because perceptions plays a significant role in the learning process, as it is the process where individuals interpret things based on their experiences. to further their academic achievement. This study was also significant because it provides a means for educators to help African-American adult learners find meaningful learning experiences through utilizing educational technology to assist them with being successful in college. The framework used to guide this study was a combination of the technological pedagogical content knowledge (TPACK) and constructivism learning theories. The perceptions of using technology in this study were conclusive when technology was used in higher education. Fourteen African-American adult learners participated in this study. The data sources included individual interviews, focus groups, and the researcher’s field notes. The individual and focus group interviews were coded to determine the perceptions of African-American adult learners’ use of technology in education. The results indicated that African-American adult learners’ perceptions of using technology based on their experiences were both positive and negative. The findings of this study indicate African-American adult learners’ perceptions of technology for academic purposes had a positive impact on their learning.