Action Research on Integrating Online Instruction

Action Research on Integrating Online Instruction

  This study evolved as an instructor took over a course and converted it to an online/offline course. While integrating online instruction into the class the instructor and students recognized several issues and concerns (lack of interactivity, confusing instructions for assignments, and too much workload and lowered accountability). Study participants were students enrolled in the online/offline course. Data were collected from students and the instructor to explore the issues involved with this course, and included student focus group interviews, descriptive student surveys, student feedback, student work and all data sources served as triangulating resources, allowing the instructor to confirm emerging trends. Data were organized chronologically and initial trends were sought. Within the chronological patterns that emerged, data were further organized into similar themes and categories. This process allowed analytical comparison of the different data forms (i.e., student interviews, instructor journals, etc.) Three central themes emerged from the two-phase action research: impersonality and interactivity, taking responsibility for independent work, and course workload and accountability. In response to the data, several pedagogical changes were made to the course and reported in great detail.