Abstract
As institutions offer more online courses in their teacher certification and literacy master's programs, research is needed to address issues of quality assurance in online instruction. This multicase study analyzes qualitatively elements for addressing quality assurance of the implementation of an online content literacy teacher education course offered at two different universities. Students' online discussion board posts responding to course readings, partner feedback on literacy intervention lessons, and course evaluations were examined using Erickson's (1986) multistage inductive analysis. The analysis made visible opportunities for students to analyze, synthesize, and evaluate course materials and activities in relation to their discipline. Some students questioned the textual authority of the course readings, materials, and activities as they related to their disciplines. Student critiques of the online format and insights gained from our qualitative analysis are shared.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 233-253 |
| Number of pages | 21 |
| Journal | Literacy Research and Instruction |
| Volume | 51 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 2012 |
Keywords
- content literacy
- disciplinary literacy
- literacy teacher education
- online instruction
ASJC Scopus subject areas
- Education
- Linguistics and Language