Theses and Dissertations

Date of Award

12-1-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Ignacio E. Rodriguez

Second Advisor

Joseph Rene Corbeil

Third Advisor

Maria Elena Valdes-Corbeil

Abstract

This correlational study investigated how secondary educators' engagement in online learning communities relates to their tech-enhanced instructional practices, a relationship that gained importance following the COVID-19 pandemic's acceleration of educational technology adoption. Through the lens of Keller's ARCS Model of Motivation (Keller, 1987) and demographic analysis, the research examined three key aspects: the relationship between community engagement and tech-enhanced instructional practices, demographic predictors of engagement, and correlations between ARCS motivational components and engagement. Data collected through a cross-sectional survey of 115 secondary educators revealed a statistically significant moderate positive correlation between engagement in online learning communities and tech-enhanced instructional practices. Multiple regression analysis demonstrated that demographic factors explained 42.4% of engagement variance, with education level emerging as a positive predictor and teaching experience showing a negative relationship. Analysis of ARCS Model components revealed statistically significant positive correlations with engagement across all elements, with Satisfaction demonstrating the strongest relationship. Further regression analysis identified Attention as the only statistically significant predictor of educators' engagement in online learning communities.

Comments

Copyright 2024 Oscar Ruben Carrera. https://proquest.com/docview/3148095343

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