Date of Award

Spring 2024

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

Committee Chairperson

Shannon Mrkich Ph.D.

Committee Member

Ashley Patriarca Ph.D.

Committee Member

Jordan Shugar Ph.D.

Abstract

This thesis project overlaps rhetorical approaches to digital communication with emerging data on higher education pedagogies in order to identify barriers to participation and engagement. A grounded theory meta-analysis is utilized to interpret data presented from literature published after the shift to emergency remote learning (ERL) as a result of the Covid-19 pandemic. The data is presented thematically to deconstruct the infrastructural and pedagogical relationships that emerged from the literature on hybrid and remote pedagogies. This project identifies core categories and principles that aid in identifying future areas of inquiry for research on engagement as it relates to broader questions of diversity, equity, and inclusion (DEI). In seeking to make hybrid and remote pedagogies more equitable, this project interrogates the research to answer questions of access, communication, and motivations towards the higher education space. Finally, this project organizes and suggests not only future areas of research, but important principles that can aid in future theory development and pedagogical practice.

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