The Perceptions and Lived Experiences of Teachers Using Schoology during the COVID-19 Pandemic: An Action Research Study
Date of Award
2023
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Elizabeth Essex
Abstract
The purpose of this qualitative action research study was to explore the teachers’ perceptions on the challenges they experienced using the Schoology learning management system when teaching during the COVID-19 pandemic. I used a qualitative method with a phenomenological design. I interviewed 10 teachers using a semi-structured format, that use Schoology at School A, located in the SW region of the US. The four themes that emerged were: (a) user experience and ease of use, (b) technical challenges, (c) resource and support, (d) resilience and determination. Also, six umbrella themes were identified: (a) lack of knowledge, (b) the system is not user friendly, (c) connectivity issues, (d) everything is in one place, (e) additional tools and resources, and (f) determination.
Keywords
Schoology, Learning Management Systems, Technology and Education, Online Learning, Teacher Resilience
Rights Statement
Copyright © 2023, Author
Recommended Citation
Rivera, Victor, "The Perceptions and Lived Experiences of Teachers Using Schoology during the COVID-19 Pandemic: An Action Research Study" (2023). Graduate Theses and Dissertations. 7321.
https://ecommons.udayton.edu/graduate_theses/7321
