Carroll, K. D. (2018). The transition from traditional to virtual platform in the military school system(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database (UMI No. 10790955)

Abstract:

“The purpose of this qualitative single case study was to examine the experiences of instructors and school leaders as they transformed a 2-week program managers’ residential classroom course into 5 virtual synchronous classroom courses in the U.S. Army School for Family, Morale, Welfare, and Recreation system. Three research questions pertaining to the participants’ experiences, as well as technological and pedagogicalneeds, were posed to achieve the study objectives. The theoretical framework guiding the study combined theories on holistic learning, facilitation, and andragogy. For this single intrinsic case study, semi-structured interviews and document analysis were conducted with 24 participants who were instructors and school leaders tasked with online curriculum development. Data were analyzed, coded, and categorized into themes. Findings revealed change(s) experienced by instructors, such as program processes, instruction, assessment, and learner support. These changes functioned in combination with the technical difficulties, such as connectivity and firewall issues, to provide insight into the nature of the technical abilities and skills needed for traditional to virtual course transformation. Skills and abilities needed for such a transformation included subject and technological knowledge together with pedagogical or andragogical knowledge. Practical implications pointed toward the requisite efforts of redefining teaching roles, developing new attributes, and acclimating to the online environment. To achieve these goals, certified professional development or pre-service online-teaching courses, programs, and ongoing repetition of technological skills were needed. Essentially knowing what one taught and knowing how to teach were of primary concern and of highest value. Recommendations included (a) engaging in online teaching-specific and application-specific professional development, (b) promoting and ensuring quality instruction, and (c) compensating for added teacher workload.”