Accepting Education Responsibility in Our New Normal: Revealing Literacy Graduate Students' Perceptions of Online Learning

• In Event: Learning Language and Literacy Online

Abstract

Even before the pandemic, graduate coursework was shifting from traditional campus- based instruction to online. Faculty have a responsibility to create rigorous online coursework, while being cognizant of students’ technological comfort and ensuring equitable access. This study used Likert-type and open-ended questions to query literacy master’s degree candidates on their perceptions of confidence using technology, and the technological tools that have impacted learning. Descriptive statistics and qualitative analysis of open-ended questions was conducted. Survey response indicated students have high levels of confidence navigating technology - both for personal and professional use, but qualitative analysis indicated the faculty feedback is highly valued in online learning. The results of this study raise important considerations for implementing online coursework for literacy graduate students.

Authors

• Ann Van Wig, Eastern Washington University

• Chelsey Bahlmann Bollinger, James Madison University

• Xiufang Chen, Rowan University

• Kathryn Pole, The University of Texas - Arlington

• Tala M Karkar Esperat, Eastern New Mexico University

• Shuling Yang, East Tennessee State University

• Nance S Wilson, SUNY - College at Cortland