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Male Student Perceptions of Reflective Practice in Online College English Reading Courses.

机译：在线大学英语阅读课程中男生对反思性实践的认识。

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摘要

Researchers have confirmed that male students at all academic levels often struggle while engaging in self-reflection, reading, and writing activities for reasons such as incompatible pedagogical strategy, poor choice of reading materials, and lack of belief in success for students. In conjunction with the growing popularity of online learning, an exploration of male college student perceptions of reflective practices in content area online courses, such as an English reading course, was warranted before stating that the use of reflective practices brings about male college student success. Through 13 in-depth face-to-face interviews with guided open-ended questions, this phenomenological study involved the exploration of the lived experiences and perceptions of reflective practices among a sample of male college students. The male students were recruited through five online English reading courses in fall 2012 at Glendale Community College. The data collected were examined and analyzed using Moustakas' phenomenological research method to uncover and develop categories and themes for explaining the meaning of lived experiences of males and their perceptions of reflective practices. The findings revealed 10 themes, of which a high percentage of the participants experienced six themes, such as the inappropriate selection of classroom materials, more mixed genders in-group work is needed, more time-on-task to reflect is desired, anonymity makes reflection easier in online settings, graded work is taken more seriously, and impersonal communication makes reflection more difficult in an online setting. Recommendations for future research included: 1) explore the experiences of college female perceptions of reflective practices in online and face-to-face English reading courses; 2) explore the experiences of college male perceptions of reflective practices in face-to-face English reading courses; 3) and, explore the experiences of high school male perceptions of reflective practices in online and face-to-face English reading courses. These insights, when compared and contrasted with the insights of males and females in other studies, might illuminate the differences behind male and female perceptions of reflective practices and might help close the gender gap in national reading achievement and test scores.
机译：研究人员已经证实，各个学术层次的男学生经常在进行自我反省，阅读和写作活动时遇到困难，其原因包括教学策略不兼容，阅读材料选择不充分以及对学生的成功缺乏信心。伴随着在线学习的日益普及，在陈述使用反思性练习带来男大学生成功之前，有必要探索男性大学生在内容领域在线课程（例如英语阅读课程）中对反思性实践的理解。通过13次与指导性开放式问题的深入面对面访谈，这项现象学研究涉及了对男大学生样本的生活经历和反思实践的理解。 2012年秋季，在Glendale Community College通过五门在线英语阅读课程招募了这些男学生。使用Moustakas的现象学研究方法对收集的数据进行了检查和分析，以发现和发展分类和主题，以解释男性生活经历的意义及其对反思性行为的理解。调查结果揭示了10个主题，其中很大比例的参与者经历了6个主题，例如教室材料的选择不当，需要更多的性别混合的小组活动，需要更多的工作时间来反映，匿名性在在线环境中进行反思更容易，对分级工作的重视程度更高，而人际交往使得在线环境中进行反思更加困难。对未来研究的建议包括：1）在网络和面对面的英语阅读课程中探索大学女性对反思性实践的看法； 2）在面对面的英语阅读课程中探索大学男性对反思性实践的看法； 3），并探索高中男性在网上和面对面的英语阅读课程中对反思实践的看法。将这些见解与其他研究中的男性和女性的见解进行比较和对比时，可能会阐明男性和女性对反思性实践的认识背后的差异，并可能有助于弥合全国阅读成绩和测试成绩方面的性别差距。

著录项

  • 作者

    Schumacher, Alexa J.;

  • 作者单位

    Northcentral University.;

  • 授予单位 Northcentral University.;
  • 学科 Education Technology of.;Education Language and Literature.;Education Community College.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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