Date of Award

Summer 6-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Leadership

Program/Concentration

Community College Leadership

Committee Director

Shana Pribesh

Committee Member

Laura Smithers

Committee Member

Chris Glass

Abstract

Drawing on Freire’s Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous online courses. The findings revealed that while students preferred transactional exchanges, faculty aspired to foster more profound and more enduring relationships with their students. This divergence can be partly attributed to the transactional exchange structure of Learning Management Systems (LMS), which heavily influences how faculty design and deliver courses and how students participate.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/06yh-g036

ISBN

9798379740900

ORCID

0009-0004-0051-9694

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