Date of Conferral
2020
Degree
Ph.D.
School
Education
Advisor
Amy Adcock
Abstract
Community college world literature students are often ill prepared to analyze and interpret passages of creative fiction because traditional, teacher-centric pedagogical approaches do not promote students’ literary interpretive authority. However, a method to fill the interpretation gap remains unclear. The purpose of this qualitative single case study was to explore the efficacy of using computer-supported collaborative learning (CSCL) blogging groups to promote students’ interpretive authority and critical thinking skills. Blending transactional reading theory, social constructivist theory, and transformative learning theory provided the conceptual framework for the study. Participants were 8 students and their instructor from a purposefully selected community college literature class in the Northeast United States that included group blogging as part of its approach to interpreting literature. Data sources were student journals, blog posts, student questionnaires, and an instructor questionnaire. Data analysis was an inductive coding process to discover emerging categories and themes. Results indicated that students felt more comfortable and capable of interpreting literary texts after engaging in a CSCL literary interpretation process, and the course instructor affirmed the perception that students gained authority in interpreting literary texts. Findings may be used by community college literature instructors to promote CSCL blogging activities as a student-centered pedagogical approach for literary interpretation.
Recommended Citation
Nester, Michael, "Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom" (2020). Walden Dissertations and Doctoral Studies. 8767.
https://scholarworks.waldenu.edu/dissertations/8767
