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Author ORCID Identifier

https//:orcid.org/0009-0004-2860-9851

Date Available

4-7-2026

Year of Publication

2026

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Faculty

Justin Bathon

Faculty

John Nash

Abstract

Virtual professional learning has emerged as a flexible and scalable solution for developing educational leaders, particularly those navigating demanding roles and geographic barriers. However, these benefits often come at the cost of diminished engagement, interaction, and practical application to real-world leadership challenges. Without intentional design, virtual sessions risk becoming passive and disconnected, undermining their professional development value. This study responds to these challenges by exploring how a problem-based learning (PBL) approach can improve engagement in the virtual component of the Kentucky Leadership Rising (KLR) Aspiring Superintendent Workshop Series.

This mixed methods action research (MMAR) study examined participants’ perceptions of engagement and tested a redesigned virtual learning model informed by Knowles’ (2015) theory of andragogy and Bowden et al.’s (2021) Four Pillars of Online Engagement: behavioral, cognitive emotional, and social. Based on these findings, a PBL intervention was designed and implemented in two virtual sessions. The sessions featured real-world superintendent scenarios, breakout discussions, real-time polling, and structured peer reflection. Engagement was measured using four survey points: a baseline, two Session Engagement Measures (SEMs), and a final post-intervention survey.

Results showed significant improvements in all four engagement domains, especially emotional and cognitive. Participants reported increased motivation, intellectual investment, and meaningful peer interaction. The second session, refined using participant feedback, yielded even stronger engagement outcomes. These findings demonstrate that engagement in virtual professional learning can be deliberately increased through intentional, practice-based instructional design.

This study affirms that technology alone does not create engagement—design does. A PBL model, grounded in adult learning theory and shaped by iterative feedback, offers a replicable framework for enhancing virtual leadership preparation. The research has direct implications for KLR and broader relevance for any leadership program seeking to elevate online learning experiences.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.15

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