Keywords
Correctional Education, English Composition, Online Education, United States
Abstract
With increasing efforts to expand correctional education college programs, previous research has primarily explored the experiences of instructors teaching in face-to-face settings. However, little is known about the experiences of faculty teaching in online correctional education programs within the United States. This qualitative, transcendental phenomenological study addresses this gap by examining the experiences of five online English composition correctional education instructors. Data collection methods included semi-structured interviews, document analysis, and a focus group. Findings revealed that instructors adapted their teaching practices to accommodate the online format, faced challenges in building relationships with students, and desired more professional development. These insights can inform correctional education program directors and writing program administrators in improving faculty support and instructional strategies.
DOI
https://doi.org/10.25771/ecer-q155
Included in
Adult and Continuing Education Commons, Criminology and Criminal Justice Commons, Higher Education Commons, Language and Literacy Education Commons, Prison Education and Reentry Commons, Rhetoric and Composition Commons