Dissertation

ABSTRACT

Modern education underwent a rapid transformation, primarily driven by technological advancements that reshaped both instructional delivery and how students engaged with learning. Nowhere was this transformation more evident than in higher education, where online education expanded significantly in recent years. While online learning environments offered increased flexibility and autonomy for students, they also presented persistent challenges, including reduced instructor-learner interaction, social isolation, and varying levels of student engagement and motivation. This phenomenological study explored instructors’ lived experiences in online higher educational environments, specifically focusing on perceived deficiencies in instructor-learner interaction, instructor readiness to teach, student readiness to learn, and challenges related to social presence. The study addressed how a lack of engagement and structured instructor-student interaction contributed to disengagement and isolation. It further examined how students’ time-management skills, self-directedness, and self-motivation ultimately influenced the quality of their learning experiences.

Drawing from in-depth interviews with higher education instructors experienced in online teaching, the study sought to understand the complexities of online instruction from the instructors’ perspectives. The findings contributed to the growing body of research on online education by highlighting best practices, revealing potential gaps in faculty preparation, and offering insights to support professional development. These findings aimed to inform training programs and institutional strategies that enhance the overall quality of online learning, providing value to instructors, instructional designers, administrators, and policymakers dedicated to improving online education.