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Applied Pedagogies

Applied Pedagogies: Strategies for Online Writing Instruction

DANIEL RUEFMAN
ABIGAIL G. SCHEG
Copyright Date: 2016
Pages: 232
Stable URL: http://www.jstor.org/stable/j.ctt1b18vgc
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  • Book Info
    Applied Pedagogies
    Book Description:

    Teaching any subject in a digital venue must be more than simply an upload of the face-to-face classroom and requires more flexibility than the typical learning management system affords.Applied Pedagogiesexamines the pedagogical practices employed by successful writing instructors in digital classrooms at a variety of institutions and provides research-grounded approaches to online writing instruction.This is a practical text, providing ways to employ the best instructional strategies possible for today's diverse and dynamic digital writing courses. Organized into three sections-Course Conceptualization and Support, Fostering Student Engagement, and MOOCs-chapters explore principles of rhetorically savvy writing crossed with examples of effective digital teaching contexts and genres of digital text. Contributors consider not only pedagogy but also the demographics of online students and the special constraints of the online environments for common writing assignments.The scope of online learning and its place within higher education is continually evolving.Applied Pedagogiesoffers tools for the online writing classrooms of today and anticipates the needs of students in digital contexts yet to come. This book is a valuable resource for established and emerging writing instructors as they continue to transition to the digital learning environment.Contributors:Kristine L. Blair, Jessie C. Borgman, Mary-Lynn Chambers, Katherine Ericsson, Chris Friend, Tamara Girardi, Heidi Skurat Harris, Kimberley M. Holloway, Angela Laflen, Leni Marshall, Sean Michael Morris, Danielle Nielsen, Dani Nier-Weber, Daniel Ruefman, Abigail G. Scheg, Jesse Stommel

    eISBN: 978-1-60732-485-0
    Subjects: Language & Literature
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Table of Contents

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  1. Front Matter (pp. i-iv)
  2. Table of Contents (pp. v-vi)
  3. INTRODUCTION (pp. vii-xii)
    Daniel Ruefman and Abigail G. Scheg

    Distance education is not an altogether novel concept that emerged spontaneously in the digital age, but one that has existed for more than two centuries. Correspondence courses emerged in the early eighteenth century when teachers, like Caleb Phillips, offered weekly shorthand lessons by mail order. These lessons continued to grow in popularity as prestigious universities began program offerings in the nineteenth and twentieth centuries, incorporating new technologies and skills as they developed. The underlying principles of early correspondence courses were essentially the same as the online courses of today. They extend access of education and vocational training to a population...

  4. PART ONE: COURSE CONCEPTUALIZATION AND SUPPORT
    • 1 RETURN TO YOUR SOURCE: Aesthetic Experience in Online Writing Instruction (pp. 3-16)
      Daniel Ruefman

      The controversy surrounding the online writing classroom is something that I have been well aware of, ever since I began studying them as a graduate student. One of my mentors at that time informed me of just how online writing instruction was creating a culture of academic mediocrity. At the time, he had never seen a study that indicated definitively that online instruction was more effective than face-to-face, though some studies at the time indicated that students were achieving outcomes in the online classroom at a comparable rate with those in more conventional classrooms.

      During the 2009–2010 academic year,...

    • 2 WHEN THE DISTANCE IS NOT DISTANT: Using Minimalist Design to Maximize Interaction in Online Writing Courses and Improve Faculty Professional Development (pp. 17-36)
      Heidi Skurat Harris, Dani Nier-Weber and Jessie C. Borgman

      Online writing classes serve populations who face impediments to attending traditional college courses (e.g., rural students, working parents and caretakers, students with disabilities). Given these challenges, providing opportunities for interaction in these classes can seem like a daunting task. However, interaction in the online classroom is a key indicator of student satisfaction in online teaching and learning. According to the Noel-Levitz National Online Learner’s Priorities Report (Noel-Levitz 2013), three of the top five areas of highest importance to online learners related directly to interaction: “Institutions have opportunities to improve the interaction between online faculty and students with responsiveness, timely feedback,...

    • 3 SHIFTING INTO DIGITAL WITHOUT STRIPPING YOUR GEARS: Driver’s Ed for Teaching Writing Online (pp. 37-56)
      Leni Marshall

      Imagine: for many years, you have been driving an old Oldsmobile—not flashy, but everyone gets where they need to go. One morning, you find it replaced by a 1965 Thunderbird convertible, fully refurbished, paint gleaming in the sun. You have heard legends about this car, dreamed about driving one. Excited, perhaps a little nervous, but confident in your driving skills, you slide behind the wheel—and stop cold.A stick shift?Some of your friends drive these, and you have watched educational programs about standard transmissions, but you never have driven one. What happens next?

      As many teachers have...

  5. PART TWO: FOSTERING STUDENT ENGAGEMENT
    • 4 LOST IN CYBERSPACE: Addressing Issues of Student Engagement in the Online Classroom Community (pp. 59-74)
      Tamara Girardi

      I recently had a conversation with one of my former graduate program professors about online learning. She was awed by my interest in teaching online courses and admitted that she neither had the time nor the motivation to learn an entirely new way to teach. This professor has been teaching in the face-to-face (F2F) setting for a couple of decades, and I can speak from experience that she is quite good at it. I wasn’t surprised that she anticipated the online learning environment would differ from the F2F environment; on the contrary, I’m often amazed when faculty members believe the...

    • 5 A RHETORICAL MANDATE: A Look at Multi-Ethnic/Multimodal Online Pedagogy (pp. 75-89)
      Mary-Lynn Chambers

      On the first day of a new semester, the traditional face-to-face teacher walks into the classroom and is immediately given the chance to assess the ethnic identities of his or her students. This quick visual assessment is easy in a face-to-face classroom; however, it is a greater challenge in an online class. Along with the visual impression that happens in a traditional classroom, verbal exchanges also occur between teacher and student, and these exchanges can provide the opportunity to identify the student’s learning style. In a face-to-face classroom, the visual and verbal elements come easily and aid in the formation...

    • 6 CAN EVERY BODY READ WHAT’S POSTED? Accessibility in the Online Classroom (pp. 90-105)
      Danielle Nielsen

      In 2010, Babson Survey Research Group reported 6.1 million students, nearly one-third of post-secondary degree seekers, enrolled in at least one online class during the previous Fall Semester (Allen and Seaman 2011). In 2011, the US Department of Education (2011) found 11 percent of enrolled college students reported a disability, with specific learning disabilities and ADD/ADHD counting as the most common disabilities among students (Raue and Lewis 2011). University administrators and students alike praise online instruction for making education accessible to adults who work full time or have irregular schedules, to students who do not live near a college campus,...

    • 7 TAKING THE TEMPERATURE OF THE (VIRTUAL) ROOM: Emotion in the Online Writing Class (pp. 106-120)
      Angela Laflen

      In traditional face-to-face classes, instructors make numerous adjustments to their teaching in response to the nonverbal feedback they receive from students. Students’ facial expressions, posture, head movements, gestures, and other body language indicate their levels of frustration, engagement, etc., and over time instructors become adept at interpreting and responding to this nonverbal communication. The same is not true in online classes, and the absence of body language and other nonverbal communication is one of most disorienting things about teaching online. Nevertheless, despite the absence of body language, online classes have a quite distinct emotional tenor, and often a surprisingly negative...

    • 8 THINKING OUTSIDE “THE BOX”: Going outside the CMS to Create Successful Online Team Projects (pp. 121-145)
      Katherine Ericsson

      This chapter provides instructors with a case study illustrating how to use an online shared workspace to facilitate a successful team project.¹ The student comment above was taken from the first semester the use of a shared workspace was attempted. The comment grabbed my attention because I hadn’t considered that most of my students had never been asked to create and use a shared workspace to collaborate on a team project. I had merely incorporated it into the team project because I could not conceive of a way to allow students to successfully collaborate on a complex project within the...

    • 9 Communicating with Adult Learners in the Online Writing Lab: A Call for Specialized Tutor Training for Adult Learners (pp. 146-164)
      Kimberley M. Holloway

      Using computers and the Internet to expand the space of the traditional writing center outside the physical walls of the center has become more common than it was a decade ago or even five years ago. Speculation on the causes of this phenomenon encompasses everything from the increased need of many students for remediation to administrators’ concerns about the economy, which affects budgets and could lead to declining enrollments (Harris 2000a; Pemberton 2003). Whatever the reason, the fact is that the trend toward online writing centers or online writing labs (OWLs) is becoming the rule rather than the exception (Coogan...

  6. PART THREE: MOOCs
    • 10 MOOC MANIA? Bridging the Gap between the Rhetoric and Reality of Online Learning (pp. 167-179)
      Kristine L. Blair

      ForThe New York Times, 2012 was “The Year of the MOOC,” or the Massive Open Online Course. Even as the MOOCs have been identified byThe Timesand other forums as the next big thing in teaching and learning, for many of us in rhetoric and composition, the emphasis on fully online learning among genuinely distance students is still the exception rather than the rule. Despite our focus on integrating digital composing tools into the writing process, and the need for current faculty and future faculty training to make this integration an effective one, distance learning is often relegated...

    • 11 WRITING AT SCALE: Composition MOOCs and Digital Writing Communities (pp. 180-196)
      Chris Friend, Sean Michael Morris and Jesse Stommel

      In 2006, as part of his job as the chair of a new online English program at the Community Colleges of Colorado Online (CCCO), Sean was tasked with designing first-year composition (FYC) courses within the WebCT learning management system (LMS). LMSs were closed systems, “walled gardens,” in which learning was meant to take place through written or video lectures, discussion fora, and assignments (usually completed individually—group work is not easy inside most LMS frameworks). In other words, the design of the online classroom prohibited any but the least innovative writing pedagogies. And over time, some of those pedagogical tools,...

  7. ABOUT THE AUTHORS (pp. 197-200)
  8. INDEX (pp. 201-202)