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EDD9951 – SIGNATURE ASSIGNMENT

The problem of Practice Needs Assessment

Learner and Specialization Information (to be completed by the learner)

Learner Name

Learner E-mail

Learner ID Number 2084839

Instructor Name

Specialization Adult Education

Specialization Program
Director Name

Specialization Program
Director E-mail

Name of Project Site

Name of Person Giving

Authorization to Use Site.

Type of Organization Higher Education

Learner Role at Site Adjunct Instructor

APPROVED BY
INSTRUCTOR
Name & Date
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EDD9951 – SIGNATURE ASSIGNMENT

Overview of the AIP Model

The Applied Improvement Project (AIP) Model consists of three main phases: Planning,

Implementation, and Evaluation. Within the three phases, ten steps guide the overall process.

First, the planning phase includes steps 1 (Diagnose the Problem), 2 (Generate Alternatives),

and 3 (Design Action Plan). Secondly, the implementation phase involves 4 (Implementation

action plan), 5 (Collecting and analyzing data), and 6 (Dialogue about the process). Finally,

the evaluation phase contains steps 7 (Evaluate Outcomes), 8 (Reflect or Dialogue on

Results), 9 (Recommended/Decide on Next Steps), and 10 (Communicate Results). The

connection between the steps within the AIP has a vital role since they allow iterative

refinement and adaptation based on the insights gained throughout the approach. By applying

the Advanced Doctoral Courses, an organized understanding of complex problems is

developed, and solutions are implemented as the evaluation is refined based on data-driven

decision-making and the cooperation of the shareholders. The structure will facilitate a clear

and deep understanding of the problem, driving a positive change within Heidelberg

University. As an educational setting, In recent years, Heidelberg University has contributed

to providing online courses, helping the growth of demand for flexibility and remote learning

opportunities. However, the institution needs help to overcome low online learner

engagement and motivation. The sessions will examine the plans to enhance learner

engagement, provide the tools to monitor engagement levels, and identify the students at risk

of disengagement or poor performance. Participating in these training sessions and

implementing the plans and tools provided will aim to improve online learner engagement

and motivation in the courses. The interventions align with Heidelberg University’s

commitment to continuous improvement and the mission of providing a transformative

learning experience for the various student populations.

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Figure 1

Applied Improvement Project Model

Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten

steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the

three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the

connection between each step within the appropriate phase. Retrieved from

https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain.

Preliminary Site Information

Heidelberg University is a private, generous arts institution in Tiffin, Ohio. Heidelberg

University was founded in 1850 by a German Reformed church, which is now a part of the

United Church of Christ and is associated with that domination (Gerhart, 2021). The private

and generous arts university type of organization provides undergraduate and graduate

education across various educational levels. Heidelberg University has around one thousand

students. The primary demographics of the institution are that it serves traditional-aged

undergraduates from Ohio and surrounding states. Moreover, the academic programs offered

include business, education, music, sciences, and online sessions. The campus covers a 110-

acre residential area in Tiffin, about 60 miles southeast of Toledo. Heidelberg University is
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one of Ohio's oldest higher education institutions, continuously operating to provide the best

liberal arts education.

Your Role in or Relationship with the Organization

As a Heidelberg University adjunct, my functions will be a mix of in-class teaching and

online courses. First, as an adjunct, I will develop syllabi, lesson structures, and course

materials matching the courses assigned. Furthermore, I will be required to instruct the class

during the designated times and conduct the in-class discussions/activities. Moreover, the in-

person courses will be held on the campus of Heidelberg University during the originally

scheduled time slots. At the same time, the online classes will be delivered through

asynchronous digital mediums or virtual class software. Regarding course management,

distributing materials through the university's learning management system (LMS) and

posting grades will be the essential tasks (Bradley, 2021). Moreover, in the case of online

courses, suiting instructional materials and activities to appropriate design and delivery styles

would constitute an important task. Besides, having accurate records of student attendance,

grades, and progress while following teaching policies and procedures will constitute the

primary duties of the role.

As an adjunct instructor at Heidelberg University, having been aware of any conflicts of

interest, an approach is required to avoid any conflicts of interest. The interpersonal

relationship could obstruct the process, and therefore, people eventually start advocating for

boundaries that protect the professor's privacy. Moreover, management or private investors

can drag the class program, instructor, and facilities behind, eventually opening the door to

complete disclosure and transparency. Above all, the absence of details on career positions

within Heidelberg University could result in anybody feeling a burden of extra work, thereby

creating viral unfaithfulness within a working unit. This is why one needs the utility of time

and organization skills. Furthermore, private data like institutional or student information
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should be protected from abuse or disputed once it gains access. Therefore, ethical training

and available resources must be applied to ensure adequate handling of sensitive information

and possible conflict. Furthermore, consistently tracking actions and situations for potential

conflicts of interest and dealing with them ahead of time will constitute the essence of

upholding academic integrity and public trust in this position at the university.

Statement of the Problem

The local organizational issue that brought the problem of practice at Heidelberg

University is the introduction of online classes and the observed trend of lower student

engagement and academic performance in this course compared to traditional in-person

classes. Online learners earn grades 19% lower than their in-person counterparts, and

engagement levels are measured by attendance and 39% lower than in-person learners. The

problem of practice is related to the gap between the desired high levels of student

engagement, motivation, and successful learning outcomes in online courses and the current

reality of low engagement, lack of motivation, and unsuccessful academic performance

among online learners at Heidelberg University. A three-phase process addresses the problem

of practice. In the first phase, a gap analysis of the planning phase is used to diagnose the

issue, generate alternatives, and design an action plan (Hosseini, 2021). In the Planning

Stage, the focus is gathering all the necessary data and then analyzing them, creating planned

solutions, and developing an action plan openly targeted at the problem. The next step of the

process will serve as the basis for more effective interventions that can be improved by data

insights, as well as the evaluation of possible options before finally committing to a particular

strategy.

The Implementation Phase comprises practical implementations of the action plan through

programs like trainer training, course restructuring, and student aid. At the same time, data is

collected and analyzed to assess the efficiency of the tactics and approaches used. The
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intervention phase, which is the next step, also highlights the need for dialogue and

cooperation with the stakeholders to ensure that the challenge is identified as they occur in

real-time. The Evaluation Phase is critical when the intervention’s efficacy is being

measured. Through a collection of results, adequate evaluation, and reflection, management

will determine which projects produced the results and what should be improved. In the

second stage, the assessment of solutions based on the facts will make references and

recommendations for the next steps, including continuation, adjustments, or introduction of

new strategies. Most importantly, the procedure is not completed during the evaluation phase.

It is also continuous feedback, which relies on the input from the current plan to the previous

one. This process of progress is self-creating, which means constant improvement and

adjustment are made so that the tools retain relevancy and efficiency in dealing with students’

ever-changing needs. Finally, this pool of processes confirms the attitude toward data-driven

decision-making, the permanent optimization of the activity, and the collaborative spirit of

stakeholders. Heidelberg University prioritizes specific problem identification, targeted

solution implementation, conducting evaluations, and making informed decisions as a

systematic approach that can be used to bridge the engagement and motivation gap and

improve learning outcomes for its online learners.

Data and Evidence

In response to the Problem of Practice revolving around disengagement concerns, low

motivation, and achieving the desired learning outcomes online, an assorted approach has

been adopted that involves rigorous data collection and persuasive evidence. The research

outcome was a mass of quantitative data that further emphasized a significant study gap

between the learners who attended online classes and those who chose to study in person

(Khasawneh, 2023). The report showed online students two tiers below; the average grades

dropped 19% compared to in-person lessons (Caton et al., 2021). Moreover, the learning
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management system metrics highlighted the engagement attendance. Only some online

learners watch tracked lecture videos and participate in discussion posts. The activity

participation of the online student group is only 36% less than that of the in-person learners.

These empirical data became an undeniable indicator of their struggle by giving an overview

of their academic performance and lack of engagement.

A thorough analysis used different qualitative data sources to uncover the underlying

reasons for these disparities. Such questionnaires allowed online students to say that the most

significant issues they currently face were absence or lack of community, technological

barriers, and the instructors' difficulties in online teaching (Coşgun & Savaş, 2023). The

study derived three more information points from staff members: around two-thirds of the

instructors needed formal preparation for online education (Amant, 2020). Extended

interviews with the course instructors let us in on the most critical challenges facing the

instructors teaching in the online environment, course design, maintaining student

participation, and appropriate assessment of online learners (Khasawneh, 2023). Analysis of

student feedback, staff views, and teaching design evaluation shed light on possible sources

all over the use of technology, teaching gap, insufficiently prepared students, and inadequate

supportive system.

Potential Root Causes

Root cause analysis keeps with the difference in completion rate/attendance and academic

performance. While the qualitative data demonstrated the performance gap, the qualitative

data highlighted the root causes. Through the input of the cross-functional team and using an

Ishikawa diagram (Appendix B), it was possible to find several potential root causes ranging

from technology, education, student readiness, and support services. For example, uneven

internet access, old software and hardware, inadequate tech support resources, and deficient

learning management system training could mean a negative online learning experience and a
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lack of engagement (Falloon, 2020). Additionally, the analysis called for improved online

teaching experience among instructors as this would facilitate creating meaningful learning

activities, managing the online class effectively, and transferring class tools to the online

modality. The scarce learning skills, time management and work/life balance issues, financial

constraints, and a pull-down of motivation levels contributed to poor online student

performance.

The biggest gap that greatly affects the institution is the gap in student engagement during

online courses, which is identified as the biggest issue. The gap analysis helped pinpoint an

anticipated percentage of 80% of students actively engaging in the online modules on the

course compared to the actual rate of 55%, thus producing a significant 25% gap. This

absence of engagement can bring terrible consequences to the organization, such as reduced

learner satisfaction, more people who give up and fail, and less successful learning outcomes.

Further to that, Appendix A, which has a comprehensive gap analysis framework combined

with the support of staff, instructional designers, support staff, and administrators, was

developed. From many perspectives, shareholders have helped identify gaps in general

performances that affect online learning, including all the processes and activities involved.

An Ishikawa (fishbone) diagram was built, see Appendix B, to further investigate the root

causes of the student engagement gap. An assumption that guided the construction of this

diagram involved using data from students’ surveys, analytics of the courses, an experience

shared by staff, and existing research focusing on challenges that online learning faces. The

diagrams show causes (numbered 1 to 10) spanning several categories, including course

design, instructional practices, technology, student support services, and institutional policies.

The course design factor could be the weaknesses, such as lack of media content/insufficient

multimedia and interactive elements, poorly structured content flow, and an over-reliance on

passive instructional methods like lectures and readings. Instructional problems could be due
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to inadequate instructors' training on educational online strategies and insufficient use of

engagement techniques like discussions or collaborative activities. Additionally, the way in

which the online learning environment is facilitated could be ineffective. Technology-based

factors involve old or challenging learning administration systems, little integration of

students' ages, and usability challenges. The online academic advisors and tutoring resources,

as well as the online community, might not be available to students and thus leave them at a

disadvantage compared to in-person interactions. Lastly, misaligned incentive structures,

insufficient resource allocation, and absence of strategic prioritization and vision can all lead

to online teaching detachment through the policies and practices of institutions. Although this

diagram defines several probable causes of the weakening performance, more detailed

investigation and data gathering may be essential to confirm the most significant ones.

Timely and various stakeholder feedback will be important in creating adaptation strategies to

motivate student commitment during online classes.

Organizational Context Analysis

The Problem and Its History

Heidelberg University, a liberal arts university in Tiffin, Ohio, has a long history from

1850 (Robertson, 2021). The aim has been to provide students with high-quality education.

Last year, the institution started offering online classes and in-person courses. The shift

toward online education has brought challenges, including low learner engagement and

motivation among online students. The university observed a trend where students assess the

online classes generally earning a grade 19% lower than their counterparts attending the in-

person courses. Moreover, the engagement levels for online students measured by attendance

are 36% lower than those of in-class learners. Historically, before the introduction of online

classes, the university had no similar problems with learning engagement and motivation

issues (Caton et al., 2021). Therefore, the in-person courses focus on more interactive and
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engaging learning experiences (Sweetman, 2021). However, with online classes, the

university has encountered the need to adapt the instruction approaches and support systems

to cater to the unique challenges and changing aspects of the virtual learning environment.

The Organization's Mission and Values

Mission Statement.

Heidelberg University's mission comprises liberal arts and professional studies to produce

well-prepared graduates with skills and knowledge for success and usefulness (Robertson,

2021). The university strives to provide students with the knowledge and skills required to

develop the characteristics of integrity, competence, and responsible global citizenship.

Core Values.

a. Academic Excellence: Cultivating an unyielding academic atmosphere fosters an

environment where students feel free to express themselves critically, a space to reflect

ethically, and a support for independent reasoning.

b. Civility and Concern for the Common Good: Creating informed and responsible citizens

is accomplished through promoting peace, equality, respect for diversity, local

engagement, and community service (Caton et al., 2021). Social integration is a

fundamental element in bringing different groups closer together.

c. Intentional Relationships: A comprehensive mentoring program involving staff and

students enables the development of a productive individual.

d. Professional Development: Support the students in learning, implementing, and adopting

the needed character and skills in the workplace.

As a historically related institution of the United Church of Christ, Heidelberg holds on to

the liberal arts tradition of including Christian and secular values, e.g., the diversity of the

human species, global engagement, and service to humanity (Doe, 2024). The university's

academic excellence, ethical reasoning, diversity, and total student growth values serve as a
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base for solving online engagement challenges like online engagement and classroom

methods directed at mentoring and active learners.

The Organization's Political, Social and Economic Culture

Organizational Culture.

a. Being a small, private liberal arts university, Heidelberg is proud of providing a close-knit

and student-focused learning community.

b. There is an emphasis on creating a mentorship relationship between the facility and

students.

c. The university maintains an interconnected, collaborative environment where shared

governance plays a role.

Political Factors.

a. Being one of the private universities, Heidelberg has more self-rule than public

institutions in terms of curriculum and policies (Robertson, 2021).

b. The institution adheres to accreditation values and regulations governing higher

education.

Social Factors.

a. Heidelberg has a relatively small residential student population from Ohio and the

surrounding states.

b. Global awareness on campus through initiatives, clubs, and studies abroad.

c. The institution has a positive relationship with the local Tiffin community.

Economic Factors.

a. As a tuition-driven private university, having enrollment numbers and retention rates and

ensuring value proposition are essential.

b. The fundraising, grants, operating costs, and endowments are managed as the revenue

factors.
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c. Offering online courses expands access, though it requires investing in technology,

training, and marketing.

Heidelberg’s small liberal arts tradition stresses mentorship and general learning.

However, introducing online education interrupts some traditional models, which causes low

online engagement, lining up with upholding academic excellence, requiring involvement in

university teaching culture, and investing resources.

Mental Models and Assumptions of the Problem by Administrators and Stakeholders

Introducing an online learning program at the institution Heidelberg University, there were

some mental models and assumptions held by administrators, staff, and other shareholders for

the problem of practice (Coşgun & Savaş, 2023). The potential mental models and

assumptions include:

Administrators.

 Online education has to be an integral part of the thought-out model of resolving

emerging student needs and being competitive.

 Such a viewpoint is like evidence of the observance of the lower degree of

engagement/outcomes that online learning brings.

 Opinion that the barrier of online tutors will result in increased in-person interaction.

Staff.

 Disbelief regarding whether online education has an actual substance and the exactness of

online education as in-person learning is another major issue.

 May not be effective in building this relationship compared to other conventional

methods.

 The assumption is that online teaching will require considerably more on end.

Instructional Designers/Tech Support.

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 To accomplish the aim of learning online, multimedia and interactivity should be

included in the instructional design.

 The presumption that staff could reluctantly adopt new education from the online course

is pointed out.

Students.

 Online courses give you the freedom you are unsure how many hours a week you must

commit to have the time to work and study simultaneously.

 The presupposition is that online courses might be leisure for some students or the

workload doesn't matter (Sweetman, 2021).

 Differences in the level of digital expertise needed for students are expected.

By being aware of these varying mental models and assumptions, the university can

proactively address them through:

 Data-driven program evaluation

 This training aims to develop professional competencies among the staff by employing

world-class online teaching strategies.

 Providing student assistance within the digital learning environment by naming the

program policies.

Shattering unconscious biases is a complicated issue, and creating a familiar debate about

online learning quality will be crucial to enhancing engagement.

Organizational Factors in Support of Improvement Project

The top administration's leadership support should be strong among the administrators

who have an inclusive view of e-learning and recognize its role in academic success, and

resources and the institution's backing should accompany this. Additionally, Heidelberg can

take advantage of their prevailing support bases, including instructional design units, training

programs, and skills in educational technology (Falloon, 2020). Furthermore, staff members
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are integral to the university's collaborative culture and shared governance model (Mohsen et

al., 2023). As such, influential staff members take up leading roles in online teaching

activities while the educational innovation opportunities pave the way for prototyping new

engagement modalities. Ultimately, collaboration operating with institutions with a wealth of

knowledge in e-learning would be a welcome accretion to the efforts of the University

(Vieweg et al., 2021). In doing so, Heidelberg will pull together the above supportive

organizational factors and can properly shape an environment that will support problem-

solving for low online learner engagement.

Organizational Factors in Barrier of Improvement Project

Regardless of how the supporting factors can be helpful, the organization might be

confronted with numerous organizational barriers that could delay the implementation of the

online strategy. Initially, staff might have cultural resistance or disbelief regarding online

education compared to traditional face-to-face learning. Staff may need help to appreciate the

quality and worth of online learning (Vieweg et al., 2021). It can even appear as a teacher's

resistance to adopting new online teaching methods or thinking that online learners are less

active. Also, leadership support, which plays a pivotal role in success, must be considered.

Furthermore, technological hurdles like old-fashioned Learning Management Systems (LMS)

platforms or no multi-media features may prevent instructors and developers from creating

immersive online learning experiences (Bradley, 2021). The other factor that should be

considered is build operations or the inability of the academic units and the student support

services to coordinate and work hand in hand, which may lead to more cohesive and

consistent experiences for online learners (Mohsen et al., 2023). Overcoming these enduring

organizational obstacles through change management, resource investment, and engagement

of all stakeholders is essential for the project's success.

Collaboration with Site Members

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One of the key priorities as an adjunct staff member will be promoting collaboration to

help me gain the required perspectives and develop efficient methods of drawing out the

active participation of online learners. Also, strong stakeholder cooperation is essential to

produce multimedia-rich, attractive online learning material and better use of educational

technologies. Moreover, working closely with support services, including counselors and

tutors, would be necessary to ensure online students can promptly access what they need and

be provided with the required assistance. Similarly, applying the feedback from online

teaching field-based experiments can contribute to the improvement (Mohsen et al., 2023).

Lastly, networks with other campuses can be drawn on through professional associations,

conferences, or expert partnerships, which could bring new insights and enhanced online

education. Through this kind of diverse collaboration, not only can an integrated knowledge

about online participation barriers be generated, but novel, integrated solutions can also be

initiated via joint effort.

Scope and Significance of the Problem

The scope includes online courses, instructors, instructional designers, and students from

the Heidelberg Institute. Disengagement of an online learner affects the academic results,

retainment, and quality of higher education's capacity to supply digital education. The case of

a little private liberal arts school, Heidelberg University, based in Ohio, and its new online

courses is very alarming. Statistics show that students attending virtual classes show

remarkably reduced engagement, measured by participation indicators such as video views

and discussion forum posts, among other things, than their classroom counterparts (Mohsen

et al., 2023). This reduction in participation is associated with a 19% weaker grade average

for online students. A year ago, the university's shift to online education might have led to the

problem because there weren't sufficient preparation and support structures.

Potential Impact of the Intervention

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The intervention under consideration, which involves the weekly training sessions and

assistance on engagement strategies and monitoring tools, has a scope of bringing positive

change across the boundaries of the university. At first, interventions meant to increase online

learner engagement would directly impact student comprehension, academic performance,

and endurance, resulting in a significant decline in attrition and dropout rates. Besides,

evaluation and online courses may provide additional opportunities through data-driven

engagement analytics (Mohsen et al., 2023). Ultimately, examples of online educator training

in Heidelberg influence best practices in universities, build positive attitudes about online

learning, result in internet collaborators, and subsequently open doors for qualitative digital

education for a larger audience in the neighborhood and the country. These interactions, if

utilized, may lead to a powerful transformation.

Impact on Organizational Systems

The proposed intervention could cause a paradigm shift regarding numerous systems and

processes within Heidelberg through the designated intervention. To enhance online

instruction, the university must first focus on developing its instructional design and

academic technology support systems to provide staff members with enhanced learning tools

such as multimedia capacities. Furthermore, the implementation of dashboards for monitoring

engagement and early warning systems would need to be accompanied by advanced data

analytics infrastructure and processes (Mohsen et al., 2023). Moreover, the initiative can

address flaws or additions required to fill the gap in the current professional development

programs and technology structure to update online instructors fully. Thus, this will

encourage the institutes to develop new inter-departmental collaborative structures involving

academic departments, instructional designers, and IT specialists for smooth and combined

online program execution. The intervention could enhance online education performance,

affecting strategic planning, budgeting, and resource allocation to direct money to digitalized
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learning programs (Mohsen et al., 2023). This impact system, which ranges from technology

through data training to cross-unit agreements and strategic funding, emphasizes the

multifaceted character necessary for online engagement and lasting change.

Impact on Organization as a Whole

An intervention to promote high online engagement could instigate a conversation at

Heidelberg University, which will have a wholesale transformation effect. Not only that, but

regarding online studies, the capacities of provision match with and contribute to the ultimate

purpose of the university, which is providing high-quality, accessible education using

innovative teaching methods. Subsequently, this provision may help Heidelberg University

achieve a more robust market standing and enhanced competitive intensity with its peer

institutions, which also adapt their access methods and involve the online format. An

additional indicator of successful online engagement initiatives is that they show the

university to be deeply committed to advancing academic standards and pursuing excellence,

which may prepare it to anticipate the contribution of top staff and research partnerships

(Mohsen et al., 2023). Additionally, Heidelberg's distinctive capability in outlining online

trainers and enhancing digital education teaching models could attract external institutions

that will support Funding through grants or professional partnerships. Through the concern

with the raising of perception and with the competition and prestige, Heidelberg University

can face a thriving practice that aims to stabilize the organization through the bottom line and

its impact.

Links to Organizational Goals and Objectives

Overall Strategic Goals

a. Differentiating Heidelberg as an institution of excellence by offering adequate and fresh

online/digital educational programs.

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b. Boosting student enrollment, maintenance, and academic achievement across all

programs.

c. Maximize operational excellence and develop sustainable models of economic growth.

1. Student Success

a. Ensure the students' online results meet or exceed the defined standards.

b. Create virtual spaces where involvement and self-directed learning are possible.

2. Staff Excellence

a. Be sure to offer all online instructors a comprehensive training program using adequate

online instructions.

b. Incorporate performance benchmarks and evaluate criteria for online teachers.

c. Create a professional development track for competence in online teaching skills.

3. Instructional Design/Technology

a. Repurpose all online courses to meet multimedia and universal design requirements.

b. Utilize the learning management system efficiently and embed the related technologies

into our curriculum.

c. Develop data analytics tools strong enough to watch online engagement.

4. Student Support

a. Expand any necessary advising, tutoring, and accessibility services to accommodate the

needs of online students.

b. Create targeted initiatives to prepare and facilitate online learners' success.

c. Enable early warning systems to spot online students who fall behind for intervention.

5. Continuous Improvement

a. Implement a cyclical program review procedure with predefined quality standards.

b. Deploy learner feedback and outcomes data in an iterative way to improve online

offerings.
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c. Application for recognized organizations’ accreditations, certifications, or recognitions on

online education.

Data-proven planning and tracking of these goals and objectives can lead Heidelberg as an

organizer of lasting leadership in the online learning area.

Implication Beyond the Organization

On the one hand, strengthening online interaction certainly deals directly with the

university's goals, but there are far-reaching consequences beyond Heidelberg’s university

limits. Heidelberg University background may find an avenue to share best practices through

publications, conference presentations, or cross-sector collaborations. On the other hand,

accomplished alums might even venture beyond that and become ambassadors, marketing the

credibility of online degrees in the workplace (Mohsen et al., 2023). In addition,

collaborating with industry experts or governmental agencies in virtual learning might boost

Heidelberg's influence on the policy and contour the standard. In general, both approaches

will have Heidelberg at the forefront of digital tutoring to popularize and liberalize education,

which would not be limited to the limits of Heidelberg alone.

Leadership Commitment to Intervention

The key to the success will be the ability to show the most substantial leadership

commitment defined by the proposed solution. First, the top-level management of the

organization should make the strategic plan for the culture change an open and

straightforward initiative by emphasizing the importance of this strategy and allocating

dedicated resources, including financial aid, personnel, and infrastructure. In addition, there

should be leadership to initiate cross-functional cooperation among the academic affairs,

student services, instructional technology, and other related departments involved in

developing online student support systems (Mohsen et al., 2023). Continuous leadership

advocacy from all fronts, including communication, resources, policy reforms, inclusive
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planning, and data-driven quality assurance, will be the institutional change's signpost of

adoption, encouraging stakeholders' involvement.

Theory of Action

The research question concerns student engagement and the motivation of online learners

who enroll at Heidelberg University. As an adjunct instructor who conducts both in-person

and online classes, the subject area of investigation is to foster online learner engagement and

motivation by examining the reasons that cause students to lack motivation in such areas as

instructional design, the integration of technology, staff training, student services support

services, and the institutions’ policies.

Problem Statement

Many students who learn online courses at Heidelberg University have low engagement

and involvement, which affects their effectiveness, happiness, interest, maintenance, and

learning outcomes. So, the institution focuses on finding and handling the deeper core of the

issue via an intelligent strategy. Thus, when this data-driven intervention gets integrated with

input from the stakeholders, what is essential is identifying key issues such as course design,

use of technology, and support systems; there will be an enormous boost in online learner

engagement and motivation. In addition, the cyclical feature would enable us to determine

whether implementation fidelity and evaluation results are acceptable during the evaluation

phase. Besides, we can suggest actions to take by referring back to the Planning and Design

Phase based on data and stakeholder feedback, which will lead to the perfection of the

solution.

Proposed Actions

Table 1

Proposed Interventions
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Potential Solution/Intervention Cause Solution/Intervention Addresses

a. Staff professionalism development on a. Lack of training for staff on effective online
teaching practices and learner instruction methods and plans.
engagement.
b. Instructions on design enhancement to b. Poorly designed courses with no interaction
online courses using multimedia. and engaging content/activities.
c. Improved technology integration and c. Old-fashioned technology tools and
user experience through testing platforms hinder the online learning
tools/platforms. experience.
d. Expanded online learner support d. More support systems and resources are
services like coaching. needed for online learners.
e. Heidelberg University policies and e. The institution's policies and processes
resources to support the online impede the effective design and delivery of
programs. support to online programs.
f. Comprehensive root cause analysis f. Lack of in-depth understanding of the main
using quantitative and qualitative factors contributing to low online learner
sources. engagement.
This table brings potential solutions/interventions that target the underlying causes

identified from the root cause analysis and collaborative design process. The theoretical

approach outlined in the Theory of Action is used to formulate this table.

Development of Proposed Actions and Collaboration with Stakeholders

The implementation stage establishes root cause analysis using different tools. In the

beginning, practical fishbone diagrams, surveys, focus groups, and learner analytics data will

be applied to determine the root causes of low online learner engagement. After that, as root

causes go through thematic analysis, broader themes that pertain to instruction design,

technology, staff training, learner support, and institutional policies are identified.

Accordingly, a summation of the critical issues within the respectable topics will be

developed, appropriately matching the root causes. Moreover, those topics will be given

priority that can make a difference, are realistic, and fall within the limits of the given

interventions. Consequently, a crispy and concise Problem Statement will be created

describing the crux of the issues at stake. Lastly, we will work out multiple solution ideas and

apply proposed interventions fighting the root causes within the separate themes after

stakeholders, which will aid us in refining such ideas and interventions. Furthermore, there
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should be relations with stakeholders throughout the process. At first, all the concerned

participants, like staff, instructional designers, student support people, administrators, and

students, will be initialized through workshops, meetings, or design charrettes. Furthermore,

their range of viewpoints towards observed, root causes, and solution areas will be achieved

using activities such as journey mapping, card sorting, and affinity diagramming. After that,

stakeholders will collaboratively draw data from the root cause analysis and illustrate their

contextual knowledge using their insight. Similarly, they will concentrate on implementation

by prioritizing areas with the most impact and feasibility that align with the institution’s

vision. In addition, the proposed intervention consequences will be designed cooperatively

with the stakeholders, guaranteeing fit-for-purpose solutions are inspired by evidence-based

practices and well suited for the local context. Hence, this will require highlighting

stakeholders' roles, responsibilities, and feedback loops during implementation. Furthermore,

processes will be integrated so stakeholders can review implementation data and deliberate

results and offer crystallization recommendations for iterative corrections of the measures

adopted.

Organizational Beliefs and Assumptions

The Theory of Action is based on some essential organizational beliefs and postulations.

Initially, a shared conviction is evident that weak student participation and interest in online

learning is one of the main challenges affecting performance, satisfaction, retention, and

student learning outcomes. As a result, the institution regards resolving this matter as a

strategic priority. Therefore, many sources of low learner engagement fall under instructional

design, technology, staff development, student support services, and institutional policies.

Thus, a systemic and data-rich method for analyzing the underside of these problems

becomes a must. Indeed, the institution also adopts the principle of stakeholder participation

and cooperation at different levels during the process. Therefore, the primary consideration is
 23

to get diverse stakeholder perspectives from staff, instructional designers, student support

staff, administrators, and students, expecting to lead to more relevant and practical solutions.

In addition, the idea is that stakeholders must be involved in the co-creation process, which

will help gain commitment, support, and ownership during the implementation process.

Furthermore, the structure asserts that cyclic evaluation, reflection, and perpetual refinement

based on pertinent data and focus group feedback are imperative for sustainable progress and

long-term success.

If Propositions and Then Statement

Suppose the organization implements a robust root cause analysis using multiple data

sources and the participation of participants. In that case, the institution gains an in-depth

knowledge of the factors that cause poor student engagement. Therefore, as much as root

causes are thematically analyzed and identified based on impact and feasibility, a precise

problem statement is formulated to describe the core issues. Furthermore, suppose the

proposed interventions are developed into action plans to tackle the priority root causes and

align with a problem statement. In that case, the solutions will be contextualized and meet the

institution’s specific needs. Moreover, suppose the compulsory intervention is conducted in

staff development, instructional design, and technology integration. In that case, the learner

supports services and policy revisions, and then the online learner engagement and

motivation are approved. Therefore, an increase in learner engagement is expected to result in

improved student grades, a higher satisfaction rate, higher chances of retention, and better

learning outcomes. Therefore, if this cyclical process is enduring, supplemented by evidence

and stakeholders' viewpoints, the institution can embrace a culture of data-driven decisions

and continuous bestowal of its online course.

Proposed Approaches to the Problem of Practice

 24

In transitioning from the theory of action to the plans for solving the issues at the heart of

the target problem, Heidelberg University will build upon the if statement as the starting

point. Being as active as possible in gatherings is also part of the stakeholder engagement,

which includes meetings with key stakeholders about the problem and suggested solutions at

the site. So, it should be clear here who the negotiations' participants are and what their roles

are in the discussion. Besides that, the conversations between participants will be the source

of developing at least two proposals for tackling the problem regarding the underlying causes.

An essential technique or suggestion will be settled upon as the proposed Applied

Improvement Project (AIP) topic. Around choosing this option, the criteria that will be

considered, for instance, are the reality of the cause roots based on the Ishikawa analysis, the

institution’s mission, vision, and value, and the capacity and support that can establish and

implement the intervention. Additionally, desired outcomes and benefits of the preferred

solution or AIP approach will be expressed, indicating the possible reduction in the

complained performance gap when the strategy is successfully applied. As a result, these

outcomes are anticipated and should reflect the measures that follow the project's activities

and tasks that aim to address one or more underlying issues. Secondly, the project centers

around establishing a new procedure. In other words, there will be a simplified presentation

of the constituents of this process and why it is urgent to the practical problem mentioned

above. Eventually, if the intervention complements any existing institutional strategy, the

rationale behind the instrument and the big picture of the whole strategy should be

highlighted.

Alignment of the Doctoral Project to Your Specialization

The project aims to achieve learning and innovation outcomes by utilizing an

organizational knowledge base and leadership theory (Educational Leadership). Through the

regular training of the online instructors on the learning strategies and the monitoring tools,
 25

the project embraces professional knowledge and leadership for the achievement of the

innovation in institution online learning practices as this intervention is designed to promote

organizational learning through providing training to instructors which turn into the

improvement of online student participation and achievement. Firstly, there is the aspect of

your project that supports a culture of diversity, inclusion, and equity. Online learning

environments let many students gain access to education who might have diverse learning

techniques, have different locations, or are involved in personal affairs. Through developing

online learner engagement, the project enables the creation of a learning environment that is

inclusive and equitable for all students, regardless of whether they are in the classroom or

outside the class. In addition, the project follows an output regarding assessing organizations

and problems of practice by using relevant data and evidence. This introduction notes the

quantitative approach used to pinpoint the problem, for instance, the 19% lower grades and

36% lower engagement rates of online learners compared to their in-person counterparts. As

a result of the analysis, the project has established the gap in practice and planned an

intervention to correct the issue. Moreover, the project exposes how systems thinking and

needs analysis techniques are used to analyze and frame problem questions. Acknowledging

online learners’ low engagement in the learning system as one of the systemic problems

requiring a complete approach not only matches but also belongs to the systems thinking

philosophy. Accordingly, the designed intervention addresses the identified needs of online

instructors for training and support in promoting student engagement.

Rationale for the Project

This problem will be addressed through weekly workshops for virtual instructors, which

will benefit the institution (students, staff, and administration) and offer high-quality and

effective digital learning. This approach directly addresses a major element of the problem,

i.e., staff development and support must be considered so that the staff members can deliver
 26

quality online courses. In addition, it is a tangible and applicable remedy that can be dealt

with within the existing institutional model and resources. The plan argued that a

comprehensive and credible approach would help resolve the issue. Rather, it eliminates the

causes of such problems – disengaged instructors and insufficient monitoring tools – by

equipping instructors with known engagement techniques and the use of monitoring tools. On

top of that, the workshop's team-working approach helps build a family atmosphere and

absorbs responsibility for development by the staff, making it more sustainable. Heidelberg

University will most likely support this project as its key aim is student success and believes

in quality teaching. Consequently, learner engagement, outcomes, and attainment become

factors enabling the university to achieve its objectives and reputation. In addition, the

project's main aim, teacher development and organizational learning, creates an opening for

continuous maintenance and innovation within the online education area. The organization's

involvement in this project can be assisted by promoting leadership backing, partnering with

pertinent stakeholders (such as instructional designers and IT development), and allocating

needed resources (such as training room, materials, etc.). Based on a clear communication

plan, we will design a detailed strategy to overcome any organizational challenges or

obstacles to receiving site permission. This plan will strongly highlight the project's benefits

and its goal compliance with the institution's aims. Lastly, it will explore the minimal impact

on regular operations. Besides that, developing close connections with primary stakeholders,

including the political leaders, adherence to ethical practices, and general data security are

methods through which issues of the same matter can be addressed easily.

Site Permission

The practical problem of my psychological state is that online learners' engagement and

motivation decrease at Heidelberg University, Ohio, which is my position as an adjunct

instructor for in-person and online classes. While some students praise the convenience of
 27

online courses, others believe this new learning method is less effective and decreases

academic motivation. By any means, it became apparent that the students who were academic

online produced 19% lower grades than the normal in-class students did. The students

enrolled in the online course also showed a lower level of engagement. These engagement

levels are measured by the amount of participation in watching video lectures and discussions

on the online platform. The results show a big difference of 36%. In the intervention, as

proposed, weekly training sessions and support for the trainers of the online instructors have

been introduced. These labs will cover delivering distinctive instruction that encourages

student engagement, monitoring levels of engagement, and detecting possible risk areas. The

objective is to equip teachers with the needed skills and resources to make interactive online

learning experiences more likely. Such a development can result in good student engagement,

motivation, and performance. The rationale behind such thinking builds on multiple factors.

However, at the forefront of these solutions, it directly addresses the factor considered as one

of the most important elements leading to the problem – the need to develop and support the

staff level on the quality and the engagement of online teaching. On top of that, the

collaborative nature of the modules creates a feeling of community and shared duty among

educators, enabling an abstract of constant growth that talks about culture. Beyond that, the

institute goes in line with the goals of Heidelberg University, which is to provide great

educational opportunities for students and guarantee their success, which explains why the

initiative could be chosen as one of the organizational support courses offered by the

University.
 28

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Appendix A

Gap Analysis

Process or Expected Current Performance Effect of Gap

Activity that Performance Performance Gap on
Affects (A) (B) (A minus B) Organization
Performance
Online Course Student 80% of 55% of 25% gap.
Design and engagement in students are students
Delivery. online courses. actively actively
engaged. engaged.
Staff training on Effective 90% of staff in 65% of staff 25% gap.
online education. facilitation of online skillful.
online learning. teaching.
Technology tools Continuous and 95% system 80% system 15% uptime
and maintenance. in-built online uptime and uptime and gap and 30%
learning serviceability. 65% serviceability.
experience. serviceability.
Online student General 80% of 40% student 40% gap.
support services. support for students utilize utilization.
online learners. support
services.
Institutional Sustainable and 100% 60% alignment 40% policy gap
Policies and equality online alignment of on policies and and 30%
Resource programs. policies and 70% resource resource gap.
Allocation. resources. allocation.
 32

Appendix B

Ishikawa Root Cause Analysis

Root Cause Root Cause Root Cause

Category Category Category

Instructional Technology
Course
Design practices Factors

Performance
Gap
Lack of multimedia. Inadequate staff training
Difficult LMS
Limited engagement
Poor content Limited tools
Low student
engagement in
online courses.

Lack of online advise Misaligned incentives

Lack of follow-up
Insufficient tutors Lack of strategies
Inadequate resources

Student Support Institutional

Policies Leadership
Services

Root Cause Root Cause Root Cause

Category Category Category