Semester of Gradation
Fall 2025
Degree Type
Dissertation
Degree Name
Doctor of Education in Instructional Technology
Department
School of Instructional Technology & Innovation
Committee Chair/First Advisor
Dr. Dabae Lee
Second Advisor
Dr. Laurie Dias
Third Advisor
Dr. Iván Jorrín Abellán
Abstract
This qualitative case study explored how secondary online teachers perceive and implement executive function (EF) strategies in fully asynchronous online learning environment. Grounded in the Community of Inquiry (CoI) framework and the Unity and Diversity Model of Executive Function, the study examined how instructional practices support cognitive flexibility, working memory, and inhibitory control. Data were collected through interviews, a focus group, and artifacts submitted by eleven secondary online teachers. Using iterative thematic analysis, four key findings emerged: (1) teachers used intentional scaffolding strategies- such as modeling, pacing tools, and checklists to support EF development; (2) they emphasized shifting cognitive responsibility to students and building metacognitive awareness; (3) implementation was challenged by limited training, inconsistent student participation, and lack of systems-level support; and (4) clear structure and consistent teaching presence helped reduce cognitive overload and foster engagement. These strategies supported core EF skills and aligned with the presence constructs in the CoI framework. Findings highlight the need for consistent, practice-based professional development focused on EF strategies in online classrooms. Future research should examine the long-term impact of EF supports on student learning and how professional learning can better equip teachers to design for clarity, structure, and self-regulation.
Included in
Educational Technology Commons, Online and Distance Education Commons, Secondary Education Commons