Date of Award

2026-05-01

Degree Name

Doctor of Education

Department

Educational Leadership and Administration

Advisor(s)

Jesus Cisneros

Abstract

The expansion of asynchronous online learning in graduate education has reshaped instructional delivery; however, concerns persist regarding declining student engagement in fully online environments. While faculty often perceive engagement as sustained through structured course design and digital communication strategies, graduate students report experiences of disconnection, diminished motivation, and limited meaningful interaction. This misalignment in perception presents a significant challenge for graduate programs seeking to promote student success and retention. The purpose of this qualitative study is to explore how asynchronous online instructional practices influence graduate student engagement within a Master's-level Higher Education Leadership program. Guided by the Academic Constructs of Student Engagement (ACSE) framework grounded in the work of Jennifer A. Fredricks et al. (2004), the study examines behavioral, emotional, and cognitive dimensions of engagement from both graduate student and faculty perspectives. Using qualitative research design, data were collected through semi-structured interviews with graduate students and faculty teaching in asynchronous online courses. Thematic analysis is employed to identify patterns related to instructional design, faculty presence, interaction structures, and perceived engagement experiences. This study contributes to the understanding of engagement in asynchronous graduate education by identifying areas of alignment and misalignment between faculty and student perceptions. Findings aim to inform faculty development initiatives and instructional strategies that strengthen engagement in asynchronous online learning environments.

Language

en

Provenance

Received from ProQuest

File Size

131 p.

File Format

application/pdf

Rights Holder

Francisco Javier Maldonado

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