Distance education faculty reflections: a look at civic responsibility and community engagement

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dc.contributorKuntz, Aaron M.
dc.contributorLewis, Timothy D.
dc.contributorRice, Margaret L.
dc.contributor.advisorAdams, Natalie G.
dc.contributor.advisorWright, Vivian H.
dc.contributor.authorOdom-Bartel, Rebecca Lei
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T17:09:08Z
dc.date.available2017-03-01T17:09:08Z
dc.date.issued2014
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractCivic responsibility and moral character are at the heart of many higher learning institutions' mission statements (Boyte & Kari, 2000; Thomson, Smith-Tolken, Naidoo, & Bringle, 2011; Urban &Wagoner, 2000). However, little research exists that examines how civic education should be incorporated into online education, what civic education looks like in an online environment, or if traditional methods of delivering civic education are appropriate for distance learning. This study was qualitative in nature and uses grounded theory methods to allow the opportunity for the participants to construct what it means to produce a citizen by using distance education as the local discourse. Faculty were interviewed to allow for their perceptions and reflections of online civic education to uncover a clearer understanding of what civic education, civic responsibility, and community engagement means in a distance education environment. Through data collection and analysis several interesting findings emerged. Time played a key factor in the delivery and ultimately the success of an online course with civic engagement components. Data suggests that development could take several semesters when taking into account factors such as accurate assessment of students, collaboration with community partners, communication, and general coordination of the course. Perhaps the most interesting finding focused on how the definition of citizenship and ultimately how faculty presented civic education was changing. Much of the research suggests that civic education is evolving to include a more global definition. This dynamic and changing understanding of civic education exemplified in the data is in concert with the current literature on civic education and engagement ((Bartik, 2004; Becker, 1993; Brandl & Weber, 1995; Caputo, 2005; Enrlich, 1997; Furo, 2010; Giles & Eysler, 1994;Kerringan, 2005; Kuh, 2011; Malin, 2011; Markus, Howard, &King, 1993; Perry & Katula, 2001; Weiss, 2004; Wesch, 2009; Wilhite & Silver, 2005). These changes and variations in definition of citizenship and civic education are all effecting how civic education should be incorporated in the 21st century learning.en_US
dc.format.extent172 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001616
dc.identifier.otherOdomBartel_alatus_0004D_11859
dc.identifier.urihttps://ir.ua.edu/handle/123456789/2070
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational technology
dc.subjectCurriculum development
dc.subjectInstructional design
dc.titleDistance education faculty reflections: a look at civic responsibility and community engagementen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Leadership, Policy, and Technology Studies
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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