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Using Blended Learning to Improve Undergraduate Introduction to Literature Courses: a Mixed Methods Approach

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Using Blended Learning to Improve Undergraduate Introduction to Literature Courses: a Mixed Methods Approach University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2017 Using blended learning to improve undergraduate introduction to literature courses: A mixed methods approach Julie Leigh Klein University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2017 Julie Leigh Klein Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Higher Education Commons, and the Language and Literacy Education Commons Recommended Citation Klein, Julie Leigh, "Using blended learning to improve undergraduate introduction to literature courses: A mixed methods approach" (2017). Dissertations and Theses @ UNI. 467. https://scholarworks.uni.edu/etd/467 This Open Access Dissertation is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Copyright by JULIE LEIGH KLEIN 2017 All Rights Reserved USING BLENDED LEARNING TO IMPROVE UNDERGRADUATE INTRODUCTION TO LITERATURE COURSES: A MIXED METHODS APPROACH An Abstract of a Dissertation Submitted In Partial Fulfillment of the Requirements for the Degree Doctor of Education Approved: ________________________________________________ Dr. Robert Boody, Co-Chair ________________________________________________ Dr. Jeffrey Copeland, Co-Chair ________________________________________________ Dr. Patrick Pease Interim Dean of the Graduate College Julie Leigh Klein University of Northern Iowa December 2017 ABSTRACT Blended learning is being used more and more in higher education. However, for humanities and other loosely content structured areas, blended learning can be challenging. It has generally been reserved for subject areas such as computer programing, mathematics, business, science, and statistics--courses where competence is commonly assessed by administering work on which performance is either right or wrong. Furthermore, agreement has not yet been reached on how to best incorporate the face-to-face and online teaching resources. This study examines one approach of implementing web-based instruction to improve undergraduate Introduction to Literature courses at a midsized Midwestern university. This study was designed to accomplish three goals. The first was to discover whether an undergraduate Introduction to Literature course based upon the recommendations of Rosenblatt (1994) and Perkins and Unger (1999) can meet the needs of students in a BL environment. The second goal of this study was to measure the students’ perceptions of the blended Introduction to Literature environment with respect to its productiveness in terms of their attitudes and achievements. The third and final goal was to discover how students experience the teacher’s practice and behavior and the extent to which these factors affect student perceptions of the course and BL environment in general. These goals were examined through the CABLS lens designed by Wang, Han, and Yang (2015). The mixed methods study gathered the data through multiple data points. These included student surveys, student interviews, students’ pre-and post-tests, student assignments, the university’s student evaluation of teaching, classroom observations, videos, and the researcher’s action research of the experience. Overall, the approach used for the blended Introduction to Literature course met with positive outcomes in terms of both student perceptions and achievement. Conclusions and implications of using the blended learning format for an effective introductory literature course including realizing blended learning is a complex adaptive system, may help learners gain new positive learner identities, may supply a more accurate assessment of student learning, may not be for everyone, requires teachers to take on multiple identities, is challenging, requires plenty of supports, and may not be cost saving. USING BLENDED LEARNING TO IMPROVE UNDERGRADUATE INTRODUCTION TO LITERATURE COURSES: A MIXED METHODS APPROACH A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Approved: ________________________________________________ Dr. Robert Boody, Co-Chair ________________________________________________ Dr. Jeffrey Copeland, Co-Chair ________________________________________________ Dr. Linda Fitzgerald, Committee Member ________________________________________________ Dr. Sohyun Meacham, Committee Member Julie Leigh Klein University of Northern Iowa December 2017 ii DEDICATION I would like to acknowledge all the great teachers in my life. There have been many. In fact, as Craig Harper has said: “The world has been my classroom. Each day is a new lesson, and every person I meet is my teacher.” A person is a product of all her life experiences, and this dissertation is a result of my life experiences so far. Thanks, all of you, for the education, guidance, and inspiration. Specifically, I would like to acknowledge those who have assisted me throughout my doctoral studies. I would like to first acknowledge my dissertation committee. Endless thanks for my co-chair Dr. Jeffrey Copeland for being not only my teacher, but being my mentor, my friend, and “big brother,” too. Words are not adequate to express all that you have done for me. Also, I would like to acknowledge my other co-chair, Dr. Robert Boody. Your wisdom, patience, and feedback have transformed me. Additionally, I would like to thank Dr. Linda Fitzgerald and Dr. Sohyun Meacham for agreeing to serve on my dissertation committee. I am eternally grateful for all their time and assistance as I navigated this process. Second, I would like to thank all the faculty and staff who have worked with me at the University of Northern Iowa. An institution is only as good as its people. And this institution has some of the best. I am the third generation to go to this great institution and this is the third degree I have earned here. I am purple and gold for life! Third, I would like to acknowledge all my relatives and friends for their support and the lessons they have taught me to make me the person I am today. I especially want to mention my late parents, who were my first teachers. My mother opened up the world iii of reading to me. She, believed like Dr. Seuss: “The more that you read, the more things you’ll know. The more that you learn, the more places you’ll go.” My father always believed in me. He said I could accomplish anything I wanted to if I believed hard enough and worked at it. Another person who needs to be mentioned here is Phyllis Gray, my “teacher mama.” She taught me what friendship means and exemplified education at its finest. Lastly, and most of all, thank you to my husband Lee. I have so many things my heart and soul want to say to you, all of which can be summed up in three words…Thanks for everything! iv TABLE OF CONTENTS PAGE LIST OF TABLES ....................................................................................................... xiv LIST OF FIGURES ...................................................................................................... xvi LIST OF CREATIVE WORKS (ON COMPACT DISC) ............................................. xvii CHAPTER 1. INTRODUCTION..................................................................................... 1 The Rapid Growth in Online Learning ................................................................. 2 Blended Learning’s Potential ............................................................................... 6 Blended Learning is a Complex Adaptive System ................................................ 7 Supporting Frameworks ..................................................................................... 10 Study Context .................................................................................................... 13 Purpose of the Study .......................................................................................... 14 Research Questions ............................................................................................ 15 Significance of the Study ................................................................................... 16 Organization of the Dissertation ......................................................................... 16 CHAPTER 2. LITERATURE REVIEW ........................................................................ 18 Introduction ....................................................................................................... 18 Teaching of Literature ........................................................................................ 21 Rosenblatt and the Teaching of Literature ............................................... 21 Instructional Design ........................................................................................... 27 Blended Learning ............................................................................................... 31 Definition of Blended Learning .............................................................. 32 v History of Blended Learning................................................................... 34 Blended Learning Advantages in Higher Education ................................ 36 Improved Pedagogy .................................................................... 37 Increased Flexibility/Access to Knowledge ................................. 41 Financial Savings
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