Date of Award
Doctor of Education (EdD)
This research explored how an insider change agent constructs a holistic understanding of a user’s adoption of video to facilitate the change adoption process and establish a community of inquiry in online courses. The case study was guided by tenets of change theory and constructivism emphasizing the personal and collaborative experience of the change adoption process. The Concerns-Based Adoption Model (CBAM) constructs of Stages of Concern (SoC), Levels of Use (LoU) and Innovation Configuration (IC), along with the Community of Inquiry (CoI) model elements of presence aligned with the theoretical frameworks and guided data collection and analysis.
Using five iterative action research cycles of plan, act, observe, and reflect, qualitative data descriptions were drawn from quantitative surveys, focused interviews, direct observations, and participant and researcher reflections. Participant profiles were constructed using concerns profiles, levels of use rating, and implementation fidelity.
The analysis of data findings were based on collaborative discussions between the researcher and participants and resulted in the development of individualized action plans and targeted interventions for each participant and the researcher.
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Robertson, Emily G., "Understanding Video Adoption: An Insider Action Researcher’s Case Study Using the Concerns-Based Adoption Model to Facilitate a Community of Inquiry in Online Courses" (2018). Education Dissertations and Projects. 320.