Distance Education Perspectives and Practices of Educators in an Allied Medical Program: A Grounded Theory Approach within the Phenomenological Tradition

Abstract

Framing the study within the Phenomenological Tradition, it asked the questions why do educators engage in distance education. To discover the meaning and purpose of distance education to educators in the allied medical field the study looked into the perspectives of the educators and their practices in Distance Education. The phenomenological tradition with the methodology of the grounded theory approach was applied in this study to gather data, analyze and understand the accounts of six teachers in an allied medical program at a private university. The phenomenological tradition in research can obtain authentic data by providing open ended questions and flexibility that may allow the participants to narrate salient events and experiences significant to distance education. By applying the strength of the traditional qualitative research approach to a methodical approach in data analysis, theory is built thru the analysis of relationships thru the components revealed within a phenomenon (Brower 1995, in Jeong, 2009). The outcome of the study presented the phenomenological model of distance education in an allied medical field that provides the perspectives, practices in teaching and transitioning to distance education. The study generated the TIE Theory on distance education that explains the essence of distance education. The TIE theory states the following on distance education: a)Transitioning to DE involves planning and provision of accessible learning resources to provide a formal mode of distance education that can promote the quality of life of the educators and the learners, (b) Instructional designing and technology are intertwined in the teaching practices of DE to address transactional distance and secure the integrity and quality of education, and (c) Education that is equivalent to face-to-face mode of education that uses varying modes of communication to address the needs of the learners, achieve learning and program outcomes and expand educational services. The TIE Theory can be the framework of distance education in allied medical education. With this theory, institutions would be able to provide an explanation for practicing DE in allied medical education and be guided when conducting needs assessment and program evaluations to maintain the quality of education