As a skilled and experienced instructional designer/learning technology specialist with seven years’ work experience in the higher education, I am writing to express my strong interest in pursuing a Doctor of Education Degree (EdD) program in the Learning Sciences at the Werklund School of Education at the University of Calgary (UofC). My interest in doctoral studies was further developed during my years working at the post-secondary level, and culminating in a special interest for evaluating issues in online asynchronous learning environments, particularly the challenges that emerge in promoting the interactions and engagement of students for high-quality learning experiences.
My goal in pursuing a doctoral degree in the Learning Sciences is twofold:
To study at the doctoral level one such issue concerning interactions through asynchronous online learning environment. More specifically, I aim to investigate active learning strategies and techniques via instructional design for asynchronous online courses. This research may reveal important principles for designing online environments that encourage students’ self-regulation leading, and increase online participation and engagement in active learning activities. In light of the recent global acceleration toward online classes amid COVID-19, I believe this research is especially meaningful for instructional designers and educators in higher education.
To address a gap in existing research literature on the design of asynchronous online learning environments that foster a sense of community, belonging and engagement, considering that this is a relatively novel research angle.
My journey in education has been deeply rooted in the conviction that engaging students in meaningful learning experiences and environments is the cornerstone of effective education. My master’s coursework introduced me to foundational topics, theories, and research methods. Having already earned a Master of Education (M.Ed.) degree at Simon Fraser University (SFU), I am eager to advance my academic journey and deepen my knowledge and expertise in this field. Further, I wish to discover more advanced topics and research methods, which I believe will fully prepare me to undertake my proposed doctoral research and future applied work in instructional design.
One of the key reasons for my application to this graduate program is my dedication to addressing the critical challenge of enhancing the quality of online education by actively engaging students in meaningful learning experiences. As a learning technology specialist in post – secondary, I have been consistently engaged in advocating for educational principles centered on equity, diversity, inclusion, intersectionality, and decolonization. I have designed online curriculum and learning materials that cater to the diverse needs and backgrounds of learners, and emphasize equal access to education for all. However, I still feel it’s essential to delve deeper into the intricate challenges encountered by educators and students within online learning environments, whether they be synchronous or asynchronous. These challenges revolve around fostering interactions that support active learning (Bonk & Khoo, 2009; Mintzes & Walter, 2020). These interactions include three types: learner-content, learner-instructor, and learner-learner (Moore, 1989). Learner-content and learner-instructor interactions are generally easier to facilitate in the online setting. Engaging with online resources, reading textbooks, articles, and materials tend to constitute learner-content interaction. Likewise, submitting assignments for instructor feedback and engaging in online discussion forums with instructors are examples of learner-instructor interaction (Keskin et al., 2023; Wei et al., Citation2015).
Nonetheless, promting learner-learner interaction and engagement in online learning environments, particularly in the context of asynchronous learning without face-to-face interactions, can be challenging. Asynchronous learning offers flexibility as students are not required to be online simultaneously. However, students may encounter difficulties in engaging with their peers and establishing meaningful connections and learning communities. They may lack the opportunity for immediate assistance and real-time interaction with both peers and instructors (Francescucci & Rohani, 2019; Wang, 2008). Despite these challenges, numerous studies underscore the significance of fostering learner-learner interaction to promote collaboration in online education.
As a doctoral researcher, I aim to explore designs that foster peer-peer interactions, especially in asynchronous courses, to encourage collaboration, shared learning experiences, and community-building among students to enhancing the quality of online education. My doctoral studies and research will support my educational leadership role as an instructional designer in the post-secondary sector.
Proposed Research Questions (RQ)
Here are some of the research questions I’m considering:
RQ1 How do equity, diversity, inclusion, and decolonization impact learner/learner and learner/teacher interactions in online education, and how can these principles be integrated into asynchronous online learning environments? This research aligns directly with my role as an instructional designer, allowing me to evaluate how instructional practices can accommodate these principles, influencing interactions between learner/learner and learner/teacher. Exploring the impact of these principles in the design of asynchronous online courses will help me devise strategies for inclusive and collaborative experiences for all students.
RQ2. What roles do emerging technologies and online tools play in facilitating and improving learner/learner and learner/teacher interactions in online education, and how can these technologies be leveraged to create more engaging learning experiences? This question aims to identify innovative tools, pedagogical approaches, and technologies that promote diversity, inclusivity, and equity in online education.
Additionally, my interests extend to:
+ What are the specific challenges encountered by students and educators when trying to establish interactions in asynchronous online learning environments, and how can these challenges be addressed effectively?
+ To what extent do interactions contribute to building a sense of community among online learners, and what are the implications for overall learning outcomes and student satisfaction?
+ What is the impact of course design, instructional strategies, and assessment methods on interactions in asynchronous online learning and how can these factors be optimized to enhance learning outcomes, learner self-directed learning, and overall program quality?
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