EDDFPX8040_Assessment_3

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Jan 9, 2024

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1 Qualitative Research Study Report School of Public Service and Education, Capella University EDD-FPX8040: Research Design for Practitioners November 21, 2023

2 Introduction Higher education has seen a steady increase in nontraditional students enrolled in online courses. While adult students find the flexibility of online courses accommodating their complex life obligations, the lack of support in online courses makes it challenging for adult students to stay on track. The purpose of Bourdeaux and Schoenack’s (2016) qualitative study is to understand adult students’ experiences and unique needs when enrolled in online courses in universities and to explore how the online environment meets and does not meet students’ expectations that help them complete coursework. To further examine the lower completion rates in online courses compared to face-to-face courses, Bourdeaux and Schoenack (2016) adopted the expectancy violations theory (EVT; Burgoon, 1993, as cited in Bourdeaux & Schoenack, 2016) to understand how the interpersonal interaction between online instructors and adult students may make a difference in their learning experience. Bourdeaux and Schoenack (2016) maintained that since students expected clear instruction and meaningful feedback to facilitate effective learning, they aimed to identify what online adult students expected in an online environment. As a result, they proposed three research questions to understand students’ expectations of instructors in the online environment, what instructor behaviors contribute to students’ positive and negative experiences, and suggestions for instructors to better meet adult student needs. Bourdeaux and Schoenack (2016) initiated to gain an understanding of adult student experiences and instructor behaviors in the online environment that impacted students’ completion rates in online courses. The expectancy violation theory provided a lens to understand how students’ preconceived expectations matched instructors’ behaviors. Although no specific research design was identified, Bourdeaux and Schoenack (2016) recognized that they must learn and analyze perspectives directly from nontraditional students; therefore, they decided to recruit nontraditional students over the age of

3 24 who have taken online courses in two midsized universities in Midwest and conduct interviews with them. The qualitative research design emerged as 22 subjects who met the recruitment criteria for interviewing were chosen. Subsequently, the grounded theory approach was adopted to analyze the interview scripts through an open coding process, in which themes were identified in the interview scripts. The rich data were essential in inferring insights that address the research questions. Thus, Bourdeaux and Schoenack’s (2016) study reflects Creswell and Creswell’s (2022) characteristics of a qualitative design study that centers on exploring the central phenomenon of adult students’ experiences and expectations in online courses. Research Theory Framework Bourdeaux and Schoenack (2016) observed the increasing enrollment of nontraditional adult students in online courses. In light of how the flexibility of online courses served the complex life obligations of adult students, the completion rates in online courses among adult students, however, were lower than in face-to-face courses. Bourdeaux and Schoenack (2016) used the EVT study to examine the relationship between students’ expectations and instructors’ instructional demeanor to shed light on the student educational experiences. In EVT, individuals respond positively when the interaction meets behavioral expectations, and vice versa. In addition, Houser (2005, as cited in Bourdeaux and Schoenack, 2016) proposed that instructors should count on learning students’ expectations to inform of their instruction to facilitate effective learning. Therefore, the contextual factors of adult students’ conventional expectations and the lower completion rates are coupled with EVT to further explore the implications of the instructor-student interaction to inform improvement. 1. What were the key components of the research theory framework that supported the development of the research questions?

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4 Bourdeaux and Schoenack’s (2016) study aimed to identify adult student expectations and instructor behaviors in the online environment and how these two components aligned that, consequently, impacted adult students’ level of satisfactory interaction and learning experience. EVT provides the foundational framework to evaluate students’ perception of whether instructor- student interaction violates or enhances their learning experience. Therefore, these components help to examine Bourdeaux and Schoenack’s (2016) research questions in areas of adult students’ expectations of instructors in online courses, identification of instructor behaviors conducive to positive or negative outcomes, and possible improvement suggestions to meet adult students’ needs. Methodology No specific research design was identified. However, Bourdeaux and Schoenack (2016) interviewed 22 participants who were undergraduate students over the age of 24 and had taken online courses at either a midsized Midwestern university or a private liberal arts college with religious affiliation in the Midwest. Of the 22 participants, eight were female, and fourteen were male. Regarding age range, thirteen participants were between 24 and 30 years old; five were between 31 and 40; two were between 41 and 50; and two were between 51 and 60. The participants self-identified in the following ethnicity groups: fifteen Caucasian, four African- American, two Asian, and one Somali. Both age groups and ethnicities aligned with the demographic landscape of both universities. Upon consent of the interview, each participant met with one researcher in person at the two university locations or via Skype. Each interview was 30-45 minutes long in a semi- structured interview format that allowed follow-up questions for clarification related to the pre- designed questions, which were open-ended. Some example questions include why the

5 participants chose online courses, their expectations and perception of instructor’s interactions, and suggestions that may improve their online learning experience. The interviews were transcribed with participants’ pseudonyms (Bourdeaux & Schoenack, 2016). In the data analysis process, Bourdeaux and Schoenack (2016) each read the entire interview transcripts to get an overview of the content. Utilizing the grounded theory approach, they worked together and used open coding to find emerging key ideas. With the preliminary themes, they divided the transcripts between them and independently worked through the open coding process. Whenever new codes emerged, they compared notes with each other and reviewed the previous work. They exchanged the transcripts to validate each other’s coding and took constant reference to their partner’s coding memos. Finally, they performed axial coding (Strauss & Corbin, 1998, as cited in Bourdeaux and Schoenack, 2016) to identify themes based on the open codes. They met weekly to discuss and confirm the themes with support of evidence from the transcripts. Validity refers to ensuring accurate findings that reflect credibility and trustworthiness in qualitative research (Creswell & Creswell, 2022). Validity was carefully addressed in the data analysis process of Bourdeaux and Schoenack’s (2016) study. First, the sample participants were diverse and reflected the demographic characteristics of the two universities. The semi-structured interview protocol, allowing researchers to ask follow-up questions for clarification, helped to gather rich data that offered deep insights into the participants’ perspectives of their expectations in online learning. Throughout the data analysis process, the researchers corroborated the open coding process. When new codes were discovered, they debriefed and reviewed the previous transcripts to accurately incorporate the new codes. Bourdeaux and Schoenack (2016) also reported that their weekly discussion and notes provided thick descriptions or strong code

6 memos that prevented them from deviating from their coding process. Finally, both researchers checked each other’s work to maintain high accuracy. Bourdeaux and Schoenack (2016) also made ethical considerations by receiving institutional review board (IRB) approval from both universities before recruiting participants. In the participant recruitment invitation, research information and target participants were communicated so potential participants could make informed decisions about participating in the study. The participants’ identification was protected with assigned pseudonyms in the transcripts and the final written document. 2. In what ways did the recruitment strategies protect the privacy of the potential participants? How did they provide clear and accurate information regarding the study? How did they avoid exerting undue pressure or influence on the potential participants? Bourdeaux and Schoenack (2016) first received IRB approval from the two universities prior to recruiting participants. With the IRB-approved recruitment message, which was consistent across disseminating methods via email and social media, participants were informed of the title of the study, its purpose, and the specific participants’ criteria, including that they must be over the age of 24 and had taken online courses at the two target universities, and what entailed by participating in the study. The researchers’ contact information was also provided if interested participants had any questions about the study to avoid undue pressure. Interested individuals could voluntarily contact the researchers to express their interest in participating in the study. Otherwise, they may ignore the message in their email or social media. 3. How were the data analyzed? This recruitment campaign resulted in twenty-two participants meeting the recruitment criteria. They were selected to participate in in-person or Skype interviews with one of the

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7 researchers. The interviews follow the semi-structured protocol, in which researchers may ask follow-up questions for clarification. The interviews ranged from 13 to 46 minutes, averaging 23 minutes. Every participant was assigned a pseudonym to protect their anonymity. After transcribing the interviews, they produced 148 pages of data, typed in single-spaced (Bourdeaux & Schoenack, 2016). Bourdeaux and Schoenack (2016) carefully ensured valid and reliable data analysis. They read through all the transcripts together to gather a comprehensive understanding of the interview data. Adopting the grounded theory approach, they worked together and analyzed the transcripts using open coding. After that, they moved to independent coding while maintaining constant communication. When new codes emerged, they reviewed their previous work to validate for accuracy. To ensure reliability, they checked each other’s work for consistency and referred to each other’s coding memos. Lastly, they applied axial coding to identify themes based on the open codes. Results In the process of analyzing the data, the unearthed themes based on the participants’ interview scripts explained why adult students chose online courses, students’ expectations of instructors in the online environment that led to their satisfaction with learning outcomes, and suggestions to enhance the online learning experience for future students. Three themes were uncovered in explaining the advantages of choosing online courses: time, self-directed learning, and the learning tools in the online format. The participants reported that engaging in online courses allowed them flexibility and autonomy despite their personal and work schedules. The participants also pointed out that online courses deliver education in a way that promoted self- directedness, in which they were responsible for their learning. Finally, the pedagogical tactics

8 used by instructors in online courses provided students the learning tools they enjoyed, such as the discussion boards and reading assignments (Bourdeaux & Schoenack, 2016). In regards to students’ expected behaviors of online instructors, Bourdeaux and Schoenack (2016) expounded three major themes, clarity, respect, and intentional design. Clarity was one of the most regarded attributes students expected in instructors’ communication, such as expectations of assignments, detailed instructions, and syllabi. Respect was another theme that the participants valued when instructors showed care and thoughtfulness in addressing student needs, particularly with response time in student-initiated communication and feedback on assignments. Lastly, the participants expected intentional design in online pedagogical strategies, such as allowing an appropriate amount of time for students to complete assignments and monitoring meaningful online forums. Participants found satisfaction and dissatisfaction with positive and negative instructor behaviors in the online environment, respectively. Bourdeaux and Schoenack (2016) reported that instructors’ quality and effective communication with students was one of the positive outcomes as students felt empowered to learn with both the instructor and their peers. On the contrary, the participants expressed frustration when instructors showed poor use of tools when the course was not set up properly in the online system. Another dissatisfactory aspect was when instructor behaviors discouraged students from learning in cases of rude interactions and delays in responding to student questions and grading. The result of the data analysis summarizes three themes covering participants’ suggestions, “Intentional Artistry in Course Design, Meeting Students Where They Are At,” and “Do Your Job” (Bourdeaux & Schoenack, 2016, p. 158). The analysis shows that the participants suggested intentional course design should apply the online course construction features

9 creatively and effectively. In the theme about meeting students where they are, the participants suggested that online instructors be more understanding of adult students’ challenges and provide them with flexibility and accommodations conducive to their success in learning. The final theme of recommendations was ensuring online instructors perform their job duties and hold them accountable. 4. Describe how and to what degree did the themes of Time , Self-Directed , and Learning Tools help answer the main research questions? In addressing the first research question about adult students’ expectations of instructors in online courses, the participants revealed that they chose online courses because the format fitted their personal and work schedules. Because time is precious for these adult students, they expect instructors to provide timely feedback, clear instructions, and intentional course design that would make meaningful and effective use of their time. They also expected respect from online instructors who showed care and deference to their life circumstances and were willing to accommodate their needs. Moreover, they expected the instructors’ skillful application of online course design features to effectively and creatively enable learning and support them in learning (Bourdeaux &Schoenack, 2016). As noted in the second research question regarding instructors’ behaviors contributing to positive or negative outcomes in students’ experiences, Bourdeaux and Schoenack (2016) gathered that participants viewed instructors’ effective communication and clear instruction that enabled and empowered them to learn as positive outcomes, meeting the theme of self-directed. On the other hand, instructors’ poor use of learning tools in the online course construction discouraged them from learning, resulting in stopping the learning process.

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10 The three themes of time, self-directed, and learning tools address the third research question, which discusses the participants’ recommendations for online instructors. According to Bourdeaux and Schoenack (2016), the participants expected positive learning outcomes in taking online courses despite their life and work responsibilities, so they suggested that instructors demonstrate effective and creative use of online course design that enabled intentional and self- directed learning. Because of their busy life, the participants expressed that instructors should understand and accommodate their unique needs in meeting where they are at in their life circumstances. Discussion/Conclusion The observation of the increasing demand for online courses among adult students, yet the lower complete rates suggest the need to address opportunity gaps given the complex life circumstances of adult students. Bourdeaux and Schoenack (2016) adopted EVT as the theoretical framework to explore how online instructor behaviors meet the expectations of adult students, leading to students’ satisfaction with online learning. The data collected through interviewing the 22 participants meeting the recruitment criteria revealed that students expect clarity, respect, and intentional course design in online courses. The findings of these themes confirm the framework of EVT. Specifically, adult students sign up for online courses with the motivation to meet their academic goals, given the limited time they can allocate to their studies. Therefore, when instructors provide clear communication and instruction in the course design, students feel respected and empowered to engage in learning. In addition, instructors’ caring and understanding attitudes toward adult students’ life challenges align with students’ expectations to be supported and accommodated in their learning process. These themes confirm EVT’s

11 framework and allude to an improvement plan that suggests instructors receive professional development for online course design and effective online pedagogical strategies. Bourdeaux and Schoenack (2016) noted that future research was needed to analyze certain instructor behaviors and how the behaviors would better meet adult student needs. Furthermore, the research findings suggest good pedagogical tacts were essential, so future research should explore what constitutes good teaching for both traditional and adult students in meeting student needs. The findings also suggest that future research should differentiate the perspectives of adult students who have taken one online course and those who have taken more than one online course. Similarly, future research may explore adult and traditional students' perspectives separately. A salient strength in Bourdeaux and Schoenack’s (2016) study is the extensive 2,719 coded segments from the interview transcripts. The richness of coded data allows researchers to identify themes and relationships within the data. In addition, the regular peer debriefing between the researchers produced a richness of carefully coded data and ensured validity and reliability in the analysis process. While the extensive number of coded segments might have contributed to identifying themes in the data analysis, less than one hundred counts of the occurrences of a themed code appeared to contribute to a specific theme. More themes might have been identified with this significant size of coded segments if the research questions were refined or extended so that the coded segments might have provided insight into answering them. 5. What ideas, concepts, or processes from this study did you find interesting or useful and how might those ideas, concepts, or processes be incorporated into an applied research project or applied to online learning in general?

12 While quantitative data provide insights into the relationship between variables, qualitative data collected through interviewing the subjects provide interesting and experiential perspectives to understand the problem of practice in an applied research project. Qualitative data offer rich and in-depth insights into discovering complex and nuanced experiences and behaviors embedded in an organizational problem.

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13 References \ Bourdeaux, R., & Schoenack, L. (2016). Adult student expectations and experiences in an online learning environment. The Journal of Continuing Higher Education , 64 , 152-161. https://doi-org.10.1080/07377363.2016.1229072 Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6 th ed.). Sage.

EDDFPX8040_Assessment_3

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