<p> This qualitative study explored the strategies that teachers use to implement virtual literature circles in middle and high school classes and university Reading programs. Through questionnaires, interviews, and document analysis, several strategies that support student learning were identified, including guided questions, rubrics with clear expectations, and targeted feedback. Making the process student-centered rather than teacher-centered, using appropriate platforms with small groups, and including a face-to-face component also supported student learning. </p><p> Additionally, an examination of teacher perceptions of benefits and challenges of virtual literature circles revealed more advantages than disadvantages. Benefits included improved writing, specificity, and critical thinking; connections to other subject matter; peer interactions; ease of differentiation; technology integration; flexibility; teacher collaboration; engagement; and student-centered practice. Challenges included technology access issues and glitches, student apathy, superficial student responses, and time issues.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3722949 |
| Date | 20 October 2015 |
| Creators | Bridges, Melissa J. |
| Publisher | Piedmont College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0108 seconds