A Phenomenological Study of Faculty and Students' Perceptions of Engagement Online in Higher Education Institutions

Abstract

Higher education has changed how administration, faculty, and students interact to reach academic goals since the 2019 pandemic. The research problem is a deficiency of quality-designed pedagogies using student-centered adult learning strategies promoting student engagement in online or hybrid environments within higher education institutions. The purpose of the qualitative study was to understand faculty and students’ perceptions of engagement in higher education institutions’ online or hybrid learning environments. Inquiry for two research questions sought to answer the experiences of effective engagement in learning in online environments and educators' and students’ perceptions of effective engagement during online learning. The theoretical foundations focused on andragogy and transformational leadership (TL) theories. Qualitative phenomenological research used a non-random selection criterion and a target population of 30 faculty and students in an accredited online or hybrid course at a college or university within North Carolina within one year of the study, in which the sampling scheme identified 17 faculty and students. The data collected was guided by an interview protocol with six semi-structured questions. The data analysis incorporated member checking, constant comparing, and classical content analysis. The data analysis involved coding the interview transcripts, condensing, and categorizing the codes in which themes were revealed. The findings uncovered correlations between the emergent themes and existing research, demonstrating results from faculty and students' lived experiences and perceptions. Recommendations for future research stemmed from the limitations and research methods for improved future results.