Dispositional Strategies and Meaningful Learning in Virtual Classrooms

Abstract

Dispositional strategies used by university instructors for class design and execution promotes meaningful learning in virtual classrooms. This study analyzes eight types of instructional designs used for university courses. A qualitative-phenomenological focus methodology was used in four virtual classrooms together with semi-structured interviews with one professor and five psychology students enrolled in a distance university program. Four types of matrixes were used for content analysis to identify motivational aspects and types of meaningful learning in the aforementioned instructional setting. Data analysis was used to validate this study through an instrument triangulation process. According to the results: (a) Dispositional strategies may promote meaningful learning with discursive content of the activities and feedback through synchronous and asynchronous communication. (b) Strategies used by the instructors to motivate students were not previously designed or intentional, but rather, the result of an intuitive process. (c) Motivational strategies used by the instructors use of phrases or images that motivate students to work on the thematic content. Based on the study results, it is recommended for purposes of future educational research on distance learning, to develop and execute previously designed instruction with effective communication fostered by the teaching staff to promote effective communication as well as learning and use teaching strategies that will motivate intentional learning pertinent for virtual classroom dynamics that demonstrates flexibility and adapts to student needs.