Toward openness and sharing from closed individuality in online reading community
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초록
This study explores the potential of extensive reading activities designed for an online readingcommunity made up of cyber university students. Data were collected from mainlyundergraduate students studying English (240) via a cyber university in Korea; these studentsenrolled in the course Strategies for English Reading and Comprehension Practices during thesecond semester of 2013. The main extensive reading activity involved reading a self-chosenbook and writing the book review report; in the middle of this process, the target students wererequired to participate in an online discussion board to share their extensive reading experiences,such as difficulty in selecting the right book for them or applying the appropriate strategies ofthe extensive reading process. This entire process proved to be successful based on a systematictranscript analysis of 508 entries, including comments written on the online discussion board. The findings and pedagogical implications were discussed. The findings revealed that the cyberuniversity students changed their roles from passive individuals who tended to communicatewith only the instructor to active learners who could extend their interaction to the online peerstudents with more enthusiasm and sense of sharing. The online discussion led them to becomemotivated to engage in extensive reading along with a range of appropriate reading strategiesand the ability to choose books based on their authentic reading settings and experiences. Theinstructor did not respond to the range of discussion writings in the online reading community,but students showed the potential of group intellectuals and openness by providing constructivecriticism, which can be connected to furthering critical pedagogy’s quality for students.
Abstract
This study explores the potential of extensive reading activities designed for an online readingcommunity made up of cyber university students. Data were collected from mainlyundergraduate students studying English (240) via a cyber university in Korea; these studentsenrolled in the course Strategies for English Reading and Comprehension Practices during thesecond semester of 2013. The main extensive reading activity involved reading a self-chosenbook and writing the book review report; in the middle of this process, the target students wererequired to participate in an online discussion board to share their extensive reading experiences,such as difficulty in selecting the right book for them or applying the appropriate strategies ofthe extensive reading process. This entire process proved to be successful based on a systematictranscript analysis of 508 entries, including comments written on the online discussion board. The findings and pedagogical implications were discussed. The findings revealed that the cyberuniversity students changed their roles from passive individuals who tended to communicatewith only the instructor to active learners who could extend their interaction to the online peerstudents with more enthusiasm and sense of sharing. The online discussion led them to becomemotivated to engage in extensive reading along with a range of appropriate reading strategiesand the ability to choose books based on their authentic reading settings and experiences. Theinstructor did not respond to the range of discussion writings in the online reading community,but students showed the potential of group intellectuals and openness by providing constructivecriticism, which can be connected to furthering critical pedagogy’s quality for students.
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