Date of Award

Fall 12-1-2022

Document Type


Degree Name

Ed.D. Transformational Teaching and Learning


Secondary Education

First Advisor

Dr. Amy Pfeiler-Wunder

Second Advisor

Dr. Roseanne Perkins

Third Advisor

Dr. Gregory Shelley


The COVID Pandemic shut down schools across the country, leaving K-12 schools unprepared for virtual learning. In this mixed methods study, I examined data gathered from my 8th-grade science classes to assess the effectiveness of asynchronous instruction. My original research question was: How much if at all, did learning outcomes differ as a function of how the lessons were taught (uninterrupted instructional video versus interrupted/interactive Edpuzzle video)? Based on a preliminary examination of data, my study expanded into how self-regulated learning affected students’ comprehension, interest, and motivation. Study results showed no statistical differences in students’ comprehension based on how lessons were taught. Students expressed interest in the content that was familiar to them and were more motivated to learn if they were given a choice of lessons. The number of students who completed the assessments was significantly lower than expected, indicating a need for further research into engaging learners in asynchronous instruction. Throughout this process, I examined my pedagogical practices to embrace the transformative process of teaching and learning. This design thinking action research will continue through the work of my district’s curriculum committee. It is evident that for learning to take place schools must continue to focus on the stakeholders in the district and their needs.



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