Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Media Technology

Abstract

Seeking to learn what adult female students found valuable in their first-year college writing course in a distance program, this study used qualitative content analysis and constant comparative analysis to examine reflective journals submitted with completed writing portfolios. Using optical character recognition software, the journals were scanned into a Macintosh computer and imported into the Data Collector, a software tool designed for coding and analyzing qualitative data. Outcomes of the analysis, integrated with the researcher's insights, were used to evaluate the course and to create knowledge transferrable to other undergraduate courses for adults. Four major themes emerged: gratitude for new insights, the value of the research paper, the value of revising, and overcoming difficulties. Intense revision of meaningful topics engaged students in critical thinking, the element in the course they most valued. An academic research paper on a topic of the student's choice was both the most rewarding and the most difficult assignment. Students also valued the personal assignments preceding the research paper, for enhancing their regard for the topics chosen as well as for their value in preparing the students for success with the research paper. Students began the course with fear and uncertainty but quickly became engaged in their assignments and developed a trusting relationship with their instructor. Tensions encountered later in the course were mainly productive challenges which promoted learning. Strategies for reducing students' fears, for broadening their opportunities for writing, for using journals in other settings, and for improving distance learning for women were also presented.

Download

Share

COinS