Abstract
This case study (Merriam, 1998) describes the experiences, attitudes, and perceptions of four twelfth-grade students at Bob Jones High School (pseudonym) with literacy deficiencies as they used collaborative technology tools in an online after-school tutoring program that focused on reading and writing skills. Leveraging the sociocultural theory of reading (Freebod & Luke, 1990), participants worked collaboratively to strengthen skills while completing tasks. In addition, students used online collaborative tools, based on the principles of the New Literacies Studies (Gee, 2010), to construct and share meaning. Data collection included semi-structured interviews, participant observation and student artifacts. The data from these sources were analyzed using the constant comparative method (Glaser and Strauss, 1967). The data from the study showed that although students took time to adjust to from the face-to-face learning environment to an online virtual environment during COVID-19 pandemic, they described and exhibited positive experiences and attitudes while working collaboratively. Students experiences and attitudes toward online collaborative tools were a mixture between positive and indifferent. Students became accustomed to using these tools and did not indicate overly positive or definitively negative attitude toward online collaborative tools. Students did perceive the usefulness of these tools because of their speed, ease, and convenience and identified how they could be used in other classes. The findings from this study support the use of small-group instruction and online collaborative technology tools to support students with literacy deficiencies.
","abstract_html":"<p><strong>Abstract</strong></p> <p> This case study (Merriam, 1998) describes the experiences, attitudes, and perceptions of four twelfth-grade students at Bob Jones High School (pseudonym) with literacy deficiencies as they used collaborative technology tools in an online after-school tutoring program that focused on reading and writing skills. Leveraging the sociocultural theory of reading (Freebod & Luke, 1990), participants worked collaboratively to strengthen skills while completing tasks. In addition, students used online collaborative tools, based on the principles of the New Literacies Studies (Gee, 2010), to construct and share meaning. Data collection included semi-structured interviews, participant observation and student artifacts. The data from these sources were analyzed using the constant comparative method (Glaser and Strauss, 1967). The data from the study showed that although students took time to adjust to from the face-to-face learning environment to an online virtual environment during COVID-19 pandemic, they described and exhibited positive experiences and attitudes while working collaboratively. Students experiences and attitudes toward online collaborative tools were a mixture between positive and indifferent. Students became accustomed to using these tools and did not indicate overly positive or definitively negative attitude toward online collaborative tools. Students did perceive the usefulness of these tools because of their speed, ease, and convenience and identified how they could be used in other classes. The findings from this study support the use of small-group instruction and online collaborative technology tools to support students with literacy deficiencies.</p>","abstract_has_math":false,"creators":["Easley, Jeremy"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jim Wright","Ann M. Bennett"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-11-05T08:00:00Z","date_published":"2020-11-05T08:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["Attitudes","Perceptions","Experiences","New Literacies","Collaboration","Students with Literacy Deficiencies","Educational Methods","Educational Technology","Language and Literacy Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/49","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jim Wright","Ann M. Bennett"]},{"key":"dc:creator","label":"Author","values":["Easley, Jeremy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attitudes","Perceptions","Experiences","New Literacies","Collaboration","Students with Literacy Deficiencies","Educational Methods","Educational Technology","Language and Literacy Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/49"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
This case study (Merriam, 1998) describes the experiences, attitudes, and perceptions of four twelfth-grade students at Bob Jones High School (pseudonym) with literacy deficiencies as they used collaborative technology tools in an online after-school tutoring program that focused on reading and writing skills. Leveraging the sociocultural theory of reading (Freebod & Luke, 1990), participants worked collaboratively to strengthen skills while completing tasks. In addition, students used online collaborative tools, based on the principles of the New Literacies Studies (Gee, 2010), to construct and share meaning. Data collection included semi-structured interviews, participant observation and student artifacts. The data from these sources were analyzed using the constant comparative method (Glaser and Strauss, 1967). The data from the study showed that although students took time to adjust to from the face-to-face learning environment to an online virtual environment during COVID-19 pandemic, they described and exhibited positive experiences and attitudes while working collaboratively. Students experiences and attitudes toward online collaborative tools were a mixture between positive and indifferent. Students became accustomed to using these tools and did not indicate overly positive or definitively negative attitude toward online collaborative tools. Students did perceive the usefulness of these tools because of their speed, ease, and convenience and identified how they could be used in other classes. The findings from this study support the use of small-group instruction and online collaborative technology tools to support students with literacy deficiencies.
"]},{"key":"dc:title","label":"Title","values":["Student Experiences, Attitudes, and Perceptions Toward Online Collaborative Tools: A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Jim Wright","Ann M. Bennett"],"dc:creator":["Easley, Jeremy"],"dc:date.available":["2020-12-13T08:00:00Z"],"dc:description.abstract":["Abstract
This case study (Merriam, 1998) describes the experiences, attitudes, and perceptions of four twelfth-grade students at Bob Jones High School (pseudonym) with literacy deficiencies as they used collaborative technology tools in an online after-school tutoring program that focused on reading and writing skills. Leveraging the sociocultural theory of reading (Freebod & Luke, 1990), participants worked collaboratively to strengthen skills while completing tasks. In addition, students used online collaborative tools, based on the principles of the New Literacies Studies (Gee, 2010), to construct and share meaning. Data collection included semi-structured interviews, participant observation and student artifacts. The data from these sources were analyzed using the constant comparative method (Glaser and Strauss, 1967). The data from the study showed that although students took time to adjust to from the face-to-face learning environment to an online virtual environment during COVID-19 pandemic, they described and exhibited positive experiences and attitudes while working collaboratively. Students experiences and attitudes toward online collaborative tools were a mixture between positive and indifferent. Students became accustomed to using these tools and did not indicate overly positive or definitively negative attitude toward online collaborative tools. Students did perceive the usefulness of these tools because of their speed, ease, and convenience and identified how they could be used in other classes. The findings from this study support the use of small-group instruction and online collaborative technology tools to support students with literacy deficiencies.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/49"],"dc:subject":["Attitudes","Perceptions","Experiences","New Literacies","Collaboration","Students with Literacy Deficiencies","Educational Methods","Educational Technology","Language and Literacy Education"],"dc:title":["Student Experiences, Attitudes, and Perceptions Toward Online Collaborative Tools: A Case Study"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:42Z"}