E-Learning and Teacher Professional Development

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TABLE OF CONTENTS

CHAPTER 4: ANALYSIS AND DISCUSSION1

Interview Analysis1

Question 1:1

Question 2:3

Question 3:8

Question 4:8

Question 5:11

Question 6:13

Questionnaire Analysis15

Discussion25

CHAPTER 5: CONCLUSION29

Conclusion29

Recommendation32

Limitations33

REFERENCES34

APPENDIX40

Appendix A: Letter of Permission40

Appendix B: Consent form41

Appendix C: Interview Questionnaire42

Appendix D: Likert Scale Questionnaire Survey43

Appendix E: Responses of Likert Scale Questionnaire Survey45

CHAPTER 4: ANALYSIS AND DISCUSSION

This chapter provides the analysis of data obtained in the research. After collecting the data, the researcher analyzed all the key points and jot down the major findings through both quantitative and qualitative techniques.

Interview Analysis

The sample size for the interview consisted of 10 teachers who were contacted and out of 10 only 6 responded appropriately. These 6 teachers were contacted for the interview regarding the concept of e-learning and professional development of the teachers. Among the 6 teachers who were approached for the interview, 4 were males and 2 were females.

Question 1:

Regarding the question of adult learners' perception of online or distance education, it was necessary to define what an adult learner is? An adult learner is someone who is responsible for their own life, over the age of twenty-five, is employed full or part-time or has community responsibilities, and is motivated to attend college. Adult learners' orientation to learning is life-centered. Adult learners enroll in a degree program in order to earn a degree that will enable them to acquire a promotion, new position, or new career.

With respect to this question, the respondents replied that the adult learners are motivated to learn to satisfy a need. Adult learners have a deep need to be self-directing. In addition, adult learners can learn inside and outside a formal classroom. Today, women make up the majority of adult learners. Adult learners have different needs than traditional learners. For example, adult learners may need to work full or part-time while pursuing a degree.

According to the respondent, the adult learner population is growing both in number and in proportion to the traditional student population. Adult learners are self-directed learners that can learn outside traditional classrooms. Adult learners are seeking educational programs that will allow them to fit acquiring an education into their busy lives. For this reason, online distance education courses have been implemented on campuses across the country. As a result, adult learners are enrolling on campuses that offer online distance education courses. Past researches also prove that administrators are confronted with 40% to 80% of online students dropping out of online classes while at least 21 % of those dropping out are pleading for richer and more engaging online learning experiences (Brady, Holcomb & Smith, 2010).

The respondents replied to the interview question that there are several forms of online distance education courses. They range from several blended forms to courses provided completely online. During blended and online courses, learners use synchronous and asynchronous online instructional activities to engage their instructor, course content, and other learners. Since a variety of synchronous and asynchronous online instructional activities can be employed to engage the learner, campus leaders are struggling with deciding which synchronous and asynchronous online instructional ...