Quality Assurance in Online Content Literacy Methods Courses

Autor/inn/en	Marsh, Josephine P.; Lammers, Jayne C.; Alvermann, Donna E.
Titel	Quality Assurance in Online Content Literacy Methods Courses
Quelle	In: Literacy Research and Instruction, 51 (2012) 3, S.233-253 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2011.568670
Schlagwörter	Electronic Learning; Feedback (Response); Methods Courses; Education Courses; Distance Education; Online Courses; Quality Control; Teacher Certification; Educational Opportunities; Quality Assurance; Educational Quality; Teacher Education Programs; Student Attitudes; Participant Satisfaction; Course Evaluation; Content Analysis; Transcripts (Written Records); Literacy; Discussion Groups; Reflection; Intermode Differences + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Fortbildungskurs; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Qualitätskontrolle; Bildungsangebot; Bildungschance; Qualitätssicherung; Quality of education; Bildungsqualität; Schülerverhalten; Inhaltsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit
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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10