Zamarripa, L. R. (2022). A qualitative exploration of organizational leaders, educational leaders, and training specialists’ lived experience of transitioning training from in-person to E-learning during the COVID-19 pandemic (Publication No. 29213268) [Doctoral dissertation, Keiser University]. ProQuest Dissertations & Theses Global.

Abstract:

“The COVID-19 pandemic was a crisis with significant impact on business and educational institutions’ training and development programs that without practical solutions may have halted training completely. Professional training is a critical function for organizational and individual faculty or employee performance that transition to eLearning helped sustain during pandemic restrictions. Using a hermeneutic phenomenological design, exploration of the lived experience of organizational leaders, educational leaders, and training specialists while transitioning training programs from in-person to eLearning offers insight into what research-based strategies were used or neglected to during the pandemic. Centered on a theoretical framework of adult learning theory, organizational change theory, and leadership theory, findings suggested that intuition, reactionary decisions, and ad hoc actions were used rather than deliberate organizational change methods, leadership approaches, or consideration of faculty and employee adult learning needs. Findings suggested that application of a defined model such as Lewin’s 3-stage process or Leavitt’s Diamond model may have changed the transition to eLearning from hasty to intentional. Additionally, using a training needs assessment based on the Technological, Pedagogical, and Content Knowledge (TPACK)framework assists in identifying adult learner needs and gaps in technology competency necessary for developing eLearning training programs that are engaging to the learner.The imperative for understanding the experience of a rapid transition from in-person to eLearning is preparing business and educational institutions for sustaining effective professional training in the face of future crises that may significantly restrict or halt ttraditional in-person methods for training.”