Developed by Louise Rosenblatt, refers to meaning-making while reading involving the reader, the text, and the evocation. Honoring all three aspects of reading, reader response theory posits that learners assume a stance on a continuum which has a predominantly efferent end and a predominantly aesthetic end. Depending on their stance, readers understand text for different purposes. Readers are also influenced by their own unique linguistic experiential reservoir.
Published in Chapter:
Interactions Online
Susan Wegmann (University of Central Florida, USA)
Copyright: © 2009
|Pages: 9
DOI: 10.4018/978-1-60566-198-8.ch180
Abstract
Success in online courses depends on quality interactions (Li & Akins, 2005; Shovein, Huston, Fox, & Damazo, 2005; Vrasidas, 2002). Interaction is “a continually emerging process, as communication in its most inclusive sense” (Simpson & Galbo, 1986). Pena-Shaff, Altman, and Stephenson (2005) found that students who interact more in online classes tend to feel a greater amount of satisfaction and even engage more deeply in course content. In fact, recent studies have shown that the most efficient computer-mediated learning occurs when teachers and students assume a connected stance (Wegmann, 2006; Wegmann & Mc- Cauley, 2007), or one in which students and teachers participate in the following types of behaviors online: initiate personally meaningful questions about the text, wonder, or initiate unique topics for discussion. The following reports on one study that analyzed students’ discussion board interactions, surveys of students’ perceptions, and e-mail interviews of selected participants. Following is a discussion of three areas of literature pertinent to the study: nature of interactions, computer-mediated communication, reading and writing theory.