Congratulations Dr. Makhosazana Lunga! #GoVols #GBO

Congrats to Dr. Makhosazana (Khosi) Lunga, completing a Doctor of Philosophy degree in Education with a concentration in Learning Design and Technology at The University of Tennessee Knoxville, for successfully defending your dissertation titled “Understanding Undergraduate Microbiology Instructors Online Course Design Judgement while Living Through the COVID-19 Pandemic”! #GoVols

Committee Members: Dr. Lisa Yamagata-Lynch (Chair), Dr. Boyd, Dr. Larson, and Dr. Romero-Hall

Abstract:

This qualitative, descriptive multiple-case study investigates the online teaching experiences of seven undergraduate microbiology instructors at public universities in South Africa and the United States during the COVID-19 pandemic. This study investigated instructors unfamiliar with online course development to (a) describe how they designed online courses during the COVID-19 pandemic, (b) discover what influenced how they designed those courses, and (c) detail why they made the respective design decisions. It leans into the theoretical tenets of social constructivism and follows a multiple case study approach, relying on interviews and document analysis. Instructors were recruited through criterion-based convenience sampling and snowball methods. They are faculty who traditionally taught in-person large-sized microbiology courses prior to the COVID-19 pandemic. They transitioned to an online learning modality during the pandemic. Despite the differences in these countries’ economies and educational systems, the study findings revealed that participant instructors exercised similar overlapping design judgments as they redesigned their courses during the COVID-19 pandemic. Participants indicated that they developed courses within the institution’s learning management systems, integrated open educational resources, and utilized various teaching tools, including digital games. They encouraged students to interact and work in teams, enabling them to co-construct their learning. However, instructors wrestled with balancing many teaching demands against anxious students’ expectations. Instructors also grappled with ways to accommodate diverse students’ needs while promoting equity, diversity, accessibility, and inclusion in an online learning environment. Most notably, there was tension between finding efficient ways to maintain rigor and protect assessment integrity while empathizing with students. As demand for online learning increases, the study’s findings aim to make explicit the connection between design judgment research and practice. The goal of this study is to draw attention to instructors’ unconscious assumptions, behaviors, attitudes, thoughts, experiences, beliefs, culture, goals, and skills that influence design decisions, particularly during disruptive events such as the COVID-19 pandemic. It aims to empower the instructional design community members with awareness and sensitivity to what instructors bring with them to the collaborative design process.

Keywords: Authentic Learning Environment, Design Decisions, Design Judgments, Online Learning Environment, Social Constructivism Theory

Congratulations Dr. Aviann Morris!

Congrats to Dr. Aviann Morris for successfully defending your dissertation titled “Factors that Impact the Implementation of HyFlex Learning Environments of Higher Education Institutions within a Caribbean Context”!

Committee Members: Dr. Rob Branch (Chair), Dr. Jill Stefaniak, Dr. Lauren Bagdy, and Dr. Enilda Romero-Hall

Abstract:

Caribbean higher education institutions (HEIs) face unique challenges due to diverse student populations, geographic dispersion, and distinctive socio-economic contexts. Flexible models, such as HyFlex (hybrid-flexible) offer promising opportunities to provide equitable and adaptable educational environments. This study investigated factors influencing successful HyFlex implementation through a mixed-methods approach, including surveys and interviews analyzed via thematic content analysis guided by Activity Systems Theory (AST). Faculty reported challenges with managing dual instructional modalities, effective pedagogy, and technology integration. Institutional leaders noted fragmented administrative structures, regulatory constraints, and the need for decentralized budget systems. The findings emphasize that successful HyFlex adoption requires balancing investments in technological infrastructure and human resource development, alongside interdisciplinary collaboration, comprehensive professional training, and targeted institutional support. These insights inform policymakers and academic leaders aiming to create responsive and inclusive higher education environments.

Keywords: HyFlex learning environments, Activity Systems Theory, Caribbean higher education, Faculty preparedness, Flexible learning models

Dissertation Successfully Defended!

On June 7, 2013 I successfully defended my dissertation. I was happy to hear the feedback from my committee members. It was good to know that all the effort and energy had paid off. More importantly, I was happy to share my research with other academics that cared about it.

The dissertation defense was more than anything a discussion of the results, revisions that could enhance the document and questions about the process. It was hard to believe that I had actually conducted the research and written the document. I know at some point during the data collection process I thought…”I am never going to finish this thing!”

I must say that I am extremely grateful to all my participants. I cannot say that enough! Now I am working on final revisions to the document and once I get the “thumbs up” from my dissertation chair, I will be printing and delivering my dissertation. In my head, I imagine the sky will open and voice will say “Woooohooo!” but it is more likely that it will be a simple paper exchange.

Since it is 4th of July tomorrow, I would like to say to all: “Happy 4th! Be safe and enjoy some fireworks.”