Online adjunct higher education teachers’ perceptions of using social media as instructional approaches to reach diverse learners.

Arizona Educational Research Organization
Barbara Fedock
Jack Avella
Melissa McCartney
Doug Neeley
Presentation Date: 
Friday, December 9, 2016
Event or Conference: 
29th Annual Arizona Educational Research Organization Conference
Presentation Type: 
Poster Presentation
Boyer's Domain: 
Presentation Attachment(s): 
Presentation Location: 
1625 W Fountainhead Pkwy
Tempe, AZ 85282
United States
Associated Awards: 
Honorarium Award
Though the global use of social media increased exponentially in the past decade, online higher education leaders tend to overlook the need for preparing online adjunct higher education instructors to implement the digital change process. Online adjunct higher education faculty members’ perceptions on the role of using social media sites as instructional approaches in the online classroom were explored in this qualitative study. The purpose of this qualitative exploratory case study was to examine how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches in the online classroom. The themes that emerged from the study were uniformity of purpose vs personal beliefs, need for justification vs importance of student engagement, and facilitation vs direct instruction. Online higher education leaders may use this study to create and institute a digital change process that will be instrumental in creating a positive change for adjunct online faculty members.