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Developing Future Reading and Literacy Specialists in a Fully Online Masters of Reading Education Program

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Abstract

As online education becomes increasingly common in higher education, university instructors are challenged by the shift from traditional face-to-face instruction to interactions mediated by computer technology. Instructors with an educational philosophy grounded in socio-constructivist theory face tensions between a seemingly impersonal online environment, and the social nature that embodies how learning occurs. The problem addressed here is, ‘how do universities develop effective educational professionals through a fully online masters of reading program?’ This chapter addresses how one university met students’ needs through a fully-online masters of reading education program. This chapter discusses the challenges associated with a fully-online program, as well as how this graduate program addressed these challenges through the use of online tools.

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Notes

  1. 1.

    Other ideas for how these roles might be performed in a school can be located in Calo et al. (2015) and Pletcher, Hudson, John, and Scott (2019).

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Correspondence to Kelli Bippert .

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Bippert, K., Pletcher, B., Valadez, C. (2019). Developing Future Reading and Literacy Specialists in a Fully Online Masters of Reading Education Program. In: Diver, A. (eds) Employability via Higher Education: Sustainability as Scholarship. Springer, Cham. https://doi.org/10.1007/978-3-030-26342-3_30

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  • DOI: https://doi.org/10.1007/978-3-030-26342-3_30

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-26341-6

  • Online ISBN: 978-3-030-26342-3

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