Date Approved

12-8-2025

Embargo Period

12-8-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

Ane Turner-Johnson, Ph.D.

Committee Member 1

James Coaxum, III, Ph.D.

Committee Member 2

Yu-Chun, Ph.D.

Keywords

Adjunct Faculty;Learning Management System;Online Instruction;Technology Acceptance Model

Disciplines

Education | Educational Leadership

Abstract

In recent years, the typical college student wearing a university sweatshirt and holding a backpack has evolved to include a rising population of adult learners returning to college (Morris, 2020). According to the Educational Advisory Board, adult learners are defined as students aged 25 and older (Morris, 2020). Of the approximately 20 million students enrolled in a degree-earning program in 2019, nearly 6.5 million were adult learners (Morris, 2020). The purpose of this qualitative case study is to understand adjunct faculty members' experiences, which led to positive intentions to use and actual usage of the LMS when assigned to instruct an online course at a higher education institution located in the Mid-Atlantic region of the United States. Due to tenured faculty resistance to online course instruction, this research is essential to recognize the necessity of providing proper support to prepare adjunct faculty members as they transition to instructing online courses using Learning Management System (LMS) technology. The results of this study will serve as a basis for providing the best support to facilitate the acceptance and actual usage of LMS technology among adjunct faculty members, which may positively impact their retention.

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