1. Teaching, Learning, and Technology Challenges in Online Geometry Classes: A Qualitative Descriptive Study
- Author
-
David Donald Harwood
- Abstract
The main purpose of this qualitative study was to investigate the challenges faced in teaching, learning, and technology in online geometry classes. The perspectives of online geometry students and teachers provided insights into the effectiveness of online geometry learning. A qualitative descriptive design was used to gain insights into the challenges and experiences of online geometry instruction utilizing a thematic analysis approach. A qualitative design method was employed to address the purpose and the research objectives. The target populations consisted of geometry teachers and geometry students in grades 8 through 12 from two online K-12 schools in Michigan. A purposeful sampling strategy was used to recruit 14 teachers and 25 students. One-to-one, audio-recorded, semi-structured interviews were conducted using a field-tested interview protocol and analyzed thematically using NVivo 12 software. There were several significant key findings. Teachers faced challenges in teaching abstract concepts without physical visuals and in adapting to virtual tools. Teachers also expressed concerns about the lack of physical interaction with students and problems related to technology resources. Students encountered difficulties with the lack of direct interaction with teachers and peers, a lack of focus, and learning abstract concepts. Two themes relating to student accomplishment emerged: the value of independent learning and the efficacy of a student-centered approach. The findings underscore the importance of addressing the unique needs of online geometry learners and suggest implementing student-centered approaches and promoting independent learning. By addressing challenges and implementing strategies, online geometry instruction can be optimized for more effective and engaging learning experiences. Recommendations for future research and practice include implementing student-centered approaches, fostering independent learning, and addressing the challenges specific to online geometry instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023