The Role of Instructor Presence and Class Size in Promoting Engagement Among Adults Pursuing Undergraduate Degrees Online: A preregistered study.
Date of Graduation
Doctor of Education in Adult and Lifelong Learning (EdD)
Rehabilitation, Human Resources and Communication Disorders
Kevin M. Roessger
Second Committee Member
Kenda S. Grover
adult learning, instructor presence, nontraditional, online, student interaction
Adult learners who pursue undergraduate degrees online are an understudied group who have characteristics that separate them from traditional younger students or graduate students who might be the same age. These characteristics could give them a different experience in online courses. Do adult learners experience instructor presence in a way that makes them engage in their courses more? Is that measurable by a validated measurement of student engagement? This preregistered study seeks to answer how the student engagement of adult learners seeking an undergraduate degree in a 100% online environment is effected by the presence of the instructor. The data analysis examines instructor directed facilitation with individual students as well as the whole class and correlates that with the results of the Online Student Engagement Scale created by M. D. Dixson.
Muessig, K. S. (2022). The Role of Instructor Presence and Class Size in Promoting Engagement Among Adults Pursuing Undergraduate Degrees Online: A preregistered study.. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4762