Using WebCT as a Supplemental Tool to Enhance Critical Thinking and Engagement among Developmental Reading Students

Abstract

The purpose of this research was to examine possible outcomes of developmental students' critical thinking and motivation to read when the online learning community, WebCT, was implemented. My role, in addition to instructor, was that of participant-observer. I implemented WebCT tools, such as discussion board and chat, over a four-month period into my instruction to enhance critical thinking and motivation to read in my Developmental Studies in Reading II classroom. A mixed-method approach for intervention evaluation was employed, and improvements were noted in both reading engagement and critical thinking skills by using these online tools. By incorporating this technology into the developmental studies curriculum, we, as developmental education instructors, will be encouraging and supporting our students' needs to become independent thinkers and learners.

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Melissa L. Burgess

Melissa Burgess, M.Ed., is a Literacy Specialist and doctoral student in the College of Education in the Language, Literacy and Special Populations department at Sam Houston State University. She received her B.A. in English and M.Ed. in Curriculum and Instruction from the University of Missouri-Columbia. She teaches developmental reading and reading and writing in the content area courses. Current research interests include instructional technology, optimal experience in virtual worlds, and online learning for college reading students. Melissa can be contacted by e-mail at [email protected]. Her postal address is 259 Genesee Ridge Court, Conroe, TX 77385.