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Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom Michael Nester Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Instructional Media Design Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral dissertation by Michael B. Nester has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Amy Adcock, Committee Chairperson, Education Faculty Dr. Susan Adragna, Committee Member, Education Faculty Dr. Paula Dawidowicz, University Reviewer, Education Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom by Michael B. Nester MA, University of Maryland, 1990 BA, Lynchburg College, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2020 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. Computer-Supported Collaborative Learning, Blogging Groups, and Interpretation in the Literature Classroom by Michael B. Nester MA, University of Maryland, 1990 BA, Lynchburg College, 1988 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Technology Walden University May 2020 Dedication I dedicate this dissertation to Kim, Ronan, and Giada, the three most important people in the world to me. Acknowledgements In addition to my family, who had to endure many hours without me as I wrote this dissertation, I wish to thank the following people. To Mat, Tracey, and Rebecca, thank you for all your support and friendship. To Terri and Meghan, I appreciate your help through the IRB process. Lastly, I wish to thank the members of my committee; to Dr. Adragna and Dr. Dawidowicz, I appreciate all of the thoughtful feedback and suggestions, and to Dr. Adcock, my committee chair, I thank you for your patience, encouragement, and advice throughout the entire dissertation process. Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Chapter 1: Introduction to the Study ....................................................................................1 Introduction ....................................................................................................................1 Background ....................................................................................................................2 Blogging and Literary Interpretation ...................................................................... 2 Blogging .................................................................................................................. 2 Problem Statement .........................................................................................................5 Purpose of the Study ......................................................................................................6 Research Question and Subquestions ............................................................................7 Conceptual Framework ..................................................................................................7 Nature of the Study ........................................................................................................8 Definitions......................................................................................................................9 Assumptions .................................................................................................................10 Scope and Delimitations ..............................................................................................10 Limitations ...................................................................................................................11 Significance..................................................................................................................12 Summary ......................................................................................................................14 Chapter 2: Literature Review .............................................................................................15 Introduction ..................................................................................................................15 Literature Search Strategy............................................................................................15 Conceptual Framework ................................................................................................16 i Social Constructivism ........................................................................................... 16 Transactional Theory ............................................................................................ 18 Transformative Learning Theory .......................................................................... 19 CSCL Group Blogging: Impact on Interpretive Agency .............................................21 CSCL ................................................................................................................... 21 Group Blogging .................................................................................................... 30 Summary ......................................................................................................................38 Chapter 3: Research Method ..............................................................................................41 Introduction ..................................................................................................................41 Research Design and Rationale ...................................................................................41 Research Questions ............................................................................................... 41 Central Concepts of Study .................................................................................... 42 Research Tradition ................................................................................................ 43 Role of the Researcher .................................................................................................43 Methodology ................................................................................................................45 Participant Selection Logic ................................................................................... 45 Instrumentation ..................................................................................................... 46 Basis for Interview Protocol ................................................................................. 48 Procedures for Recruitment, Participation, and Data Collection .......................... 49 Data Analysis Plan .......................................................................................................50 Issues of Trustworthiness .............................................................................................51 Credibility ............................................................................................................. 51 Transferability
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