Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Higher & Adult Education

Committee Chair

Edith Gnanadass

Committee Member

Alison Happel-Parkins

Committee Member

Andrew Tawfik

Abstract

Information and communication technology (ICT) has rapidly reshaped health care education, revolutionizing instructional delivery and clinical training and transforming faculty roles. Although research has largely examined student outcomes, digital tools, and institutional readiness, little is known about how dental health care educators themselves acquire, integrate, and sustain ICT. By framing educators as adult learners, this qualitative case study investigated their development of ICT skills through communities of practice (CoPs) in a health sciences academic setting. Guided by social constructivism and situated learning theory, this study drew on Wenger’s CoPs framework and the concept of legitimate peripheral participation to examine learning through social interaction and mentorship. A qualitative case study approach captured educators’ ICT learning experiences in professional contexts. Data were collected from seven full-time dental health care educators through semistructured interviews, reflective journaling, and document analysis. Reflexive thematic analysis ensured a rigorous, iterative interpretation of experiences. The findings suggested educators acquired ICT competence mainly through collaborative, experiential, and socially supported learning rather than through isolated formal training. Initial uncertainty and self-doubt decreased as educators participated in mentorship and collective problem-solving in CoPs, advancing from peripheral involvement to greater confidence and expertise. These results framed ICT integration as a relational and developmental process, highlighting the importance of institutional support for CoPs to promote faculty learning and innovation in dental health care education for adult learners.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access.

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