Date

10-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

William Gribbin

Keywords

adult learner, college composition, composition and literature, Felder ILS, higher education, Literary Response Questionnaire

Disciplines

Adult and Continuing Education and Teaching | Curriculum and Instruction | Education | Higher Education | Higher Education and Teaching | Online and Distance Education

Abstract

Students entering the "Composition and Literature" classroom find themselves presented with a number of challenges as they learn to analyze literature beyond reader comprehension. The online learner experiences even more obstacles while approaching an often-difficult curriculum without the guidance of a residential instructor. For this reason, the online learner must adapt and develop autonomy in learning. Reader Response literary critics place great emphasis on the reader while determining meaning in a text, and Louise Rosenblatt explored the connection between the reader and the text in her Transactional Theory. To assist online learners in their endeavor, this study aimed to determine a relationship between students' learning styles with the Felder Index of Learning Styles and students' response to literature with the Literary Response Questionnaire. Using a Chi-square, a statistically very strong relationship was found between learning style and approach to literature as well as gender and approach to literature.

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