| The purpose of this qualitative descriptive case study design was to examine the influence of Web 2.0 technologies including webinar, VoIP, document, and video sharing as they provided opportunities for both synchronous and asynchronous communication that promoted student success. The research question: How do Web 2.0 technologies influence graduate student teachers' engagement, motivation, interaction, and satisfaction in online classes? The researcher focused on what was not known regarding the use of Web 2.0 technologies and how this influenced student teachers in a graduate capstone course of an online student teaching program, granting a Master's degree, offered by a university based in the Southwestern United States, to be more engaged, motivated, interactive, and satisfied. The purpose was to obtain student reflections regarding the influence of Web 2.0 technologies. Data sources included evidence of student interaction, virtual interviews and focus groups, and three questionnaires obtaining student reflections. The theoretical approach for the dissertation focused on transactional distance, motivation, and constructivist-learning theories. The researcher identified the influences of the integration of asynchronous and synchronous technologies as utilized within student teaching to promote student success through engagement, motivation, interaction, and satisfaction. This researcher found indicators in the area of student success. The enhanced course materials created an active online course with technologies that built an understanding of student interaction as it related to distance education. |
