An Investigation of Students Perceptions on Connectedness to their School when Learning Remotely at a City High School in East Tennessee

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dc.contributor.advisorHilton-Prillhart, Angela
dc.contributor.authorEnglish, Holly N.
dc.date.accessioned2021-08-30T15:24:57Z
dc.date.available2021-08-30T15:24:57Z
dc.date.issued2021-07-21
dc.description.abstractThe purpose of this qualitative study was to investigate students’ perceptions of connectedness while learning remotely at site school in Northeast Tennessee. The aim of this study was to seek whether students learning remotely felt connected to their school. The participants comprised of grades 10 through 12 and included six total participants. Data were collected via one-on-one interviews, a survey, and one focus group session. Data were analyzed using Creswell’s (2013) six step approach for qualitative data analysis. Once organized and coded, three main themes emerged: (1) communication as a foundation for connectedness and relationships; (2) disconnectedness to peers; (3) and readiness to return to in person learning. These themes provide information for stakeholders involved in remote learning as this mode of education continues to grow beyond pandemic relief.en_US
dc.identifier.urihttp://hdl.handle.net/11558/5879
dc.language.isoen_USen_US
dc.subjectLearning, remoteen_US
dc.subjectLearning, virtualen_US
dc.subjectConnectednessen_US
dc.subjectDisconnectednessen_US
dc.subjectLearning, social-emotionalen_US
dc.subjectPerceptionsen_US
dc.subjectCommunicationen_US
dc.titleAn Investigation of Students Perceptions on Connectedness to their School when Learning Remotely at a City High School in East Tennesseeen_US
dc.typeDissertationen_US

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