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Record identifier : 568906
Personal Name - Primary Intelectual Responsibility : Hamaidi, Diala Abdul Hadi
Title and statement of responsibility : Rural returning early childhood educators' and university professors' experiences with online courses: Phenomenological study [Thesis]
Publication, Distribution,Etc. : New Mexico State University, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , New Mexico State University
Summary or Abstract : This research was designed to learn about rural returning early childhood educators' and their professors' experiences with online courses in rural areas of a southwestern U.S. border community. The methodology of this research included: (a) a questionnaire survey, (b) in-depth phenomenologically based interviews, (c) follow up online interviews conducted via e-mail, and (d) a focus group meeting with the teachers participants in this study.In this research early childhood educators highlighted their own experiences with online learning as rural returning students. Particularly, they address the issues related to inadequate access to online education. This research provided insights and future implications for providing more equitable online education programs in the institutions of higher education for rural returning early childhood educators.Furthermore, in order to gain more understanding of online learning programs in higher educational institutions this research explored the experiences of the professors who teach online courses in one of the U.S. universities. Specifically, as a researcher my attempt was to understand the success and barriers in designing and teaching online courses. Exploring both rural early childhood educators' and professors' perspectives toward building mutual learning relationships through online education could add to the literature. In addition, this awareness is significant because it increases the opportunities for better virtual teaching and learning relationships between online professors and their students. As a result, understanding the above issues guides institutions of higher education to revise and rethink about their online program policies and establish new policies for the ones who did not have specific online policy yet. Lastly, improving the professional development of early childhood educators is vital because its consequences are not only promising for early childhood educators, but also it is critical for the quality outcomes of children who will be soon the future leaders of the community.The main findings and big ideas of this research include: (a) although online education provides an academic solution for rural returning early childhood educators, access to online courses is a real barrier due to: lack of computer literacy, cultural norms about women and education, and lack of technology resources due to rural location, (b) creating a successful online community requires essential elements such as: consistent communication, discussion about the delivery method, commitment and flexibility, and clearly defined netiquette, (c) online education provides more family-orientation and future security for the participants of this study, and (d) online education may provide more social equity..
Topical Name Used as Subject : Early childhood education
: Curriculum development
Information of biblio record : TL
 
 
 
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