Date of Award
5-1-2025
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Hunter, Yvonne
Abstract
Faculty in developing regions like the Caribbean play a crucial role in shaping education systems and the broader academic landscape. In this era of technology and e-learning, faculty encounter unique experiences, perceptions, and challenges that influence their roles, effectiveness, and the learning environment. This qualitative phenomenological study examined the perceptions, experiences, and challenges of e-learning among higher education faculty in developing countries, particularly in the English-speaking Caribbean region. A qualitative phenomenological approach was used to gain a deeper understanding of the lived experiences of 11 faculty members from Antigua and Barbuda, Barbados, Belize, Jamacia, St. Lucia, and the Bahamas. These participants represented a range of backgrounds including faculty rank, discipline, age, and technological proficiency. The researcher conducted semi-structured interviews via Zoom to gather in-depth insights. Descriptive coding methods and MAXQDA software supported the data analysis. From this process, key themes emerged and illuminated the specific experiences and challenges of e-learning among faculty in the English-speaking Caribbean region. The research questions that guided this study were: 1. What are the lived experiences of higher education faculty regarding e-learning? 2. What challenges do higher education faculty encounter with e-learning? 3. What support systems do higher education faculty need to succeed with e-learning? The findings indicated that participants generally viewed e-learning positively, even as they faced common challenges. These challenges included technological barriers, institutional constraints, time demands, and low student engagement. Although participants acknowledged the availability of institutional support and training, they emphasized the need for policies to guide and regulate e-learning effectively. The study offered insights into best practices for e-learning and underscored important implications for improving e-learning across the Caribbean. One significant implication was the need to eliminate bureaucratic obstacles within institutions of higher education. The study also recommended future research to explore these dynamics and contribute to the advancement of e-learning in developing regions.
Access
This dissertation is Open Access and may be downloaded by anyone.