Abstract
This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research
Highlights
Today’s young people are exposed to levels of media content never before seen in human history yet very little research has been done into the effects of the phenomenon (Lutz, Ranzini, & Meckel, 2014; Rodriguez, Gummadi, & Schoelkopf, 2014)
Whole poems were categorized according to the subthemes based on Miller’s theory
The confirmatory factor analysis (CFA) results show that no modifications are necessary because all indices but chi-square demonstrate a good fit
Summary
Today’s young people are exposed to levels of media content never before seen in human history yet very little research has been done into the effects of the phenomenon (Lutz, Ranzini, & Meckel, 2014; Rodriguez, Gummadi, & Schoelkopf, 2014). Even though there is no shortage of potential reforms, as there are seemingly as many schools of thought as there are educational researchers (Roth & Lee, 2007), strong barriers preventing wholesale institutional transformations remain (Reid, 2014). Very few empirical studies have focused on students’ perceptions and experiences of holistic education in higher education (Ting, Pan, & Yang, 2008) Pan and his colleagues (Pan, Pan, Lee, & Chang, 2010; Pan & Wei, 2006) developed a qualitative method for investigating students’ holistic education. The integration of holistic education with technology is rarely implemented because of the difficulty developing an environment for students in which to immerse themselves (Lee, Pan, & Liao, 2011)
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