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A Qualitative Case Study of Social T...

Grand Canyon University., College of Doctoral Studies.

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A Qualitative Case Study of Social Technology's Influence on Student Writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Qualitative Case Study of Social Technology's Influence on Student Writing./
作者:	Wolven, Winifred Ann Reed.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687115
ISBN:	9781321643985

A Qualitative Case Study of Social Technology's Influence on Student Writing.
Wolven, Winifred Ann Reed.

A Qualitative Case Study of Social Technology's Influence on Student Writing. - 280 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2015.

The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.

ISBN: 9781321643985Subjects--Topical Terms:

524709
Communication.

A Qualitative Case Study of Social Technology's Influence on Student Writing.
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500 $a Adviser: Erich W. Randall.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2015.
520 $a The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.
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