Date of Award
Doctor of Philosophy (PhD)
Curriculum and Instruction, Literacy
Dr. David Reinking, Committee Chair
Dr. Linda B. Gambrell
Dr. Danielle Herro
Dr. Amy Hutchison
The purpose of this study was to conduct a national survey of literacy faculty (n = 270) in the United States to characterize their practices, beliefs, and attitudes toward offering online courses. Specifically, this study addresses the following questions: (a) To what extent are literacy courses being offered online, who is offering online literacy courses, and under what circumstances? (b) What technological components and pedagogical approaches are being employed in online literacy courses? (c) What are the perceived advantages of online literacy courses and obstacles to implementing them? (d) To what extent are literacy faculty’s attitudes favorable or unfavorable toward offering online courses? (e) What factors account for differences in use of, and attitudes about online literacy courses? The analysis of data include descriptive statistics, correlational analysis, and multiple regression analysis. Results indicate relatively higher levels of teaching online literacy courses and somewhat negative attitudes toward online courses. Multiple regression analysis suggested various influences that may contribute to the involvement of literacy faculty in online teaching. That analysis also suggested that simple correlations between predictors and the extent of online teaching, faculty attitudes toward online teaching might be spurious or related complexly to other variables. This study expands understanding of what influences might be relevant in considering the questions guiding the investigation and how they might be addressed to enhance online practices in the field of literacy education. It also lays the groundwork for further research, particularly research that might focus more clearly on variables that predict extent of and attitudes toward online teaching.
Pang, Sangho, "A National Survey of Literacy Faculty Practices, Beliefs, and Attitudes Toward Online Courses" (2016). All Dissertations. 1710.