Students’ Literacy Experiences with Reflective Narratives and Reflexive Instructional Approaches: Fostering Online Discussion
Abstract
The concept of narrative pedagogy used in education has been under development in the last years. Goodson & Gill (2011) have introduced the concept of narrative pedagogy as a facilitating framework within which individuals can reflect deeply, re-visit their own selves, and collaborate with meaningful others in their process of self re-definition.
Goodson and Gill (2011) depart from the concept of narrative pedagogy as a learning activity to categorize constructs that need special attention in their quest to obtain a most comprehensive concept of narrative pedagogy.
This presentation demonstrates data on how engagement in reflective narratives and reflexive instructional approaches foster innovative and transformative online discussions and teaching practices? How do students make meaning of their reflective narratives, posts (responses) and reflexive instructional approaches? How do students’ literacy experiences with reflective narratives, posts (responses and discussions) and reflexive instructional approaches promote self and critical reflection about their own posts (responses and discussion) and their peers? We examine the reflective inquiry narratives and posts (responses and discussions) of elementary and secondary teachers engaged in a discussion board on an online course.
Implications for fostering innovative and transformative online discussions and teaching practices will be shared and analyzed for future considerations in improving online classroom instruction.
Location
Room 2011
Recommended Citation
Olan, Elsie L.; Kaplan, Jeffrey S.; and Bello, Paula, "Students’ Literacy Experiences with Reflective Narratives and Reflexive Instructional Approaches: Fostering Online Discussion" (2015). SoTL Commons Conference. 57.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/57
Students’ Literacy Experiences with Reflective Narratives and Reflexive Instructional Approaches: Fostering Online Discussion
Room 2011
The concept of narrative pedagogy used in education has been under development in the last years. Goodson & Gill (2011) have introduced the concept of narrative pedagogy as a facilitating framework within which individuals can reflect deeply, re-visit their own selves, and collaborate with meaningful others in their process of self re-definition.
Goodson and Gill (2011) depart from the concept of narrative pedagogy as a learning activity to categorize constructs that need special attention in their quest to obtain a most comprehensive concept of narrative pedagogy.
This presentation demonstrates data on how engagement in reflective narratives and reflexive instructional approaches foster innovative and transformative online discussions and teaching practices? How do students make meaning of their reflective narratives, posts (responses) and reflexive instructional approaches? How do students’ literacy experiences with reflective narratives, posts (responses and discussions) and reflexive instructional approaches promote self and critical reflection about their own posts (responses and discussion) and their peers? We examine the reflective inquiry narratives and posts (responses and discussions) of elementary and secondary teachers engaged in a discussion board on an online course.
Implications for fostering innovative and transformative online discussions and teaching practices will be shared and analyzed for future considerations in improving online classroom instruction.
