Handbook of Research on Writing and Composing in the Age of MOOCs

Handbook of Research on Writing and Composing in the Age of MOOCs

Elizabeth A. Monske, Kristine L. Blair

Copyright: © 2017 |Pages: 457

ISBN13: 9781522517184|ISBN10: 1522517189|EISBN13: 9781522517191

DOI: 10.4018/978-1-5225-1718-4

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MLA

Monske, Elizabeth A., and Kristine L. Blair, editors. Handbook of Research on Writing and Composing in the Age of MOOCs. IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4

APA

Monske, E. A. & Blair, K. L. (Eds.). (2017). Handbook of Research on Writing and Composing in the Age of MOOCs. IGI Global. https://doi.org/10.4018/978-1-5225-1718-4

Chicago

Monske, Elizabeth A., and Kristine L. Blair, eds. Handbook of Research on Writing and Composing in the Age of MOOCs. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4

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The development of online learning environments has enhanced the availability of educational opportunities for students. By implementing effective curriculum strategies, this ensures proper quality and instruction in online settings.

The Handbook of Research on Writing and Composing in the Age of MOOCs is a critical reference source that overviews the current state of larger scale online courses and the latest competencies for teaching writing online. Featuring comprehensive coverage across a range of perspectives on teaching in virtual classrooms, such as MOOC delivery models, digital participation, and user-centered instructional design, this book is ideal for educators, professionals, practitioners, academics, and researchers interested in the latest material on writing and composition strategies for online classrooms.

Table of Contents

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Front Materials

Title Page

Copyright Page

Advances in Educational Technologies and Instructional Design (AETID) Book Series

Foreword

Preface

Acknowledgment

Chapters

Chapter 1

A Typology of MOOCS (pages 1-16)

Richard Colby

Writing instruction MOOCs up until this point have tended to follow what has become expected of a MOOC in that they convey content first and foremost, or they have attempted to translate a traditional classroom space into an online...

Chapter 2

Writing MOOEEs?: Reconsidering MOOCs in Light of the OWI Principles (pages 17-38)

Beth L. Hewett, Scott Warnock

In this chapter, the authors consider the conundrum of a writing MOOC, which is both a counter-traditional type of college “course” and an experimental online venue that recently has gained, lost, and regained traction. Using the...

Chapter 3

MOOCs in the Global Context (pages 39-55)

Sushil K. Oswal

The purpose of this chapter is to present a critique of MOOC hype in the international context. The author scrutinizes the claims advanced by MOOC proponents by asking two questions: 1) What are the assumptions about literacy and...

Chapter 4

Digital Citizens as Writers: New Literacies and New Responsibilities (pages 56-74)

Valerie Hill

As much of life is spent in digital spaces, information literacy now includes a personal responsibility for digital citizenship. This chapter focuses on how students can best become literate, successful learners in the age of MOOCs...

Chapter 5

Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC (pages 75-86)

Matthew Overstreet

This essay argues that the primary goal of writing instruction should be the cultivation of an ethics of attunement. This is a habit of mind that allows a writer to adapt to the demands of context and therefore engage in successful...

Chapter 6

Getting “Girly” Online: The Case for Gendering Online Spaces (pages 87-105)

Jen Almjeld

While MOOCs and other fully online educational spaces and tools continue to proliferate at institutions of higher education, some worry over a persistent gender gap in online learning (Paul, 2014; Straumsheim, 2013). As debate...

Chapter 7

Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction (pages 106-122)

Patricia Jenkins

The field of composition studies has come to value online writing instruction's potential because it has matured theoretically. Despite its status as a viable means of instruction, research shows that those who teach it fail to...

Chapter 8

Connecting Writing Studies with Online Programs: UTEP's Graduate Technical and Professional Writing Certificate Program (pages 123-136)

Teresa Quezada, Beth Brunk-Chavez, Evelyn Posey

This chapter addresses how The University of Texas at El Paso (UTEP) Technical and Professional Writing Certificate Program (TWP) was developed, navigated the transition from an independent writing certificate program to one within a...

Chapter 9

Contact and Interactivity in Televised Learning: 15 Years Later (pages 137-152)

Virginia Tucker Steffen

This chapter revisits earlier studies on interactive television performed at the same institution in order observe any changes that may have occurred in the types of interaction and contact that students in these types of distance...

Chapter 10

Developmental Writing and MOOCs: Reconsidering Access, Remediation, and Development in Large-Scale Online Writing Instruction (pages 153-168)

Krista L. Petrosino

Online education has created a path for universities to expand their geographical and financial bases, per se, by creating virtual classrooms in which students can be present from anywhere, at virtually any time, and do not require...

Chapter 11

Problematic Partnerships: An Analysis of Three Composition MOOCs Funded by the Gates Foundation (pages 169-187)

Tyler Branson

This essay analyzes the rhetorical function of partnership in the creation and administration of three first-year composition MOOCs taught at institutions that were recipients of grants from the Bill and Melinda Gates Foundation in...

Chapter 12

The Online Writing Program Administrator (OWPA): Maintaining a Brand in the Age of MOOCs (pages 188-201)

Jessie C. Borgman

This chapter explores issues specific writing program administration considering the huge influx of online writing courses across the country. The author argues that a pedagogical shift has occurred that requires a change in...

Chapter 13

Reshaping Institutional Mission: OWI and Writing Program Administration (pages 202-215)

Jacob Babb

This chapter examines the relationship between online writing instruction (OWI) and the material and pedagogical impacts of OWI on institutions and their missions, using the author's regional campus to illustrate those impacts....

Chapter 14

What's a “Technician” to Do?: Theorizing and Articulating MOOC Maintenance Concerns (pages 216-231)

Thomas Patrick Henry

Karl Marx wrote about the importance of the worker in the role of machinery. Further, Marx discusses how machines replace the role of the factory workers. With the workers replaced, the care of the machines is left to technicians...

Chapter 15

A (Critical) Distance: Contingent Labor, MOOCs, and Teaching Online (pages 232-253)

Laura Howard

The increase in demand for higher education has resulted in a surge of online courses and degree programs across the US and worldwide. Calls for open access learning options and more cost-effective higher educational opportunities...

Chapter 16

Audience, User, Producer: MOOCs as Activity Systems (pages 254-277)

Jason Chew Kit Tham

While some studies have looked at the suitability of MOOCs as an emerging mode of delivery, many seem to miss the mark on the question of usability in the MOOC context. Without a clear understanding of user roles in MOOCs, it will be...

Chapter 17

What Online Writing Spaces Afford Us in the Age of Campus Carry, “Wall-Building,” and Orlando's Pulse Tragedy (pages 278-293)

Rebecca Hallman Martini, Travis Webster

Theorizing about twenty-first century writing spaces, the authors argue that online writing environments offer particular affordances to writing teachers when navigating challenging subject matter at complex, political moments....

Chapter 18

Introduction Discussion Board Forums in Online Writing Courses Are Essential: No, Really, They Are (pages 294-316)

Jennifer Stewart

This chapter develops a framework for thinking about online writing instruction and how it impacts training and the evaluation of new and senior faculty. This chapter interrogates online writing instruction by using activity theory...

Chapter 19

Using Online Writing Communities to Teach Writing MOOCs (pages 317-330)

Rebekah Shultz Colby

The immense enrollment capacity of massive open online courses (MOOCs) radically decenters student and teacher authority in the writing classroom. However, online writing communities teach each other how to write effectively within...

Chapter 20

Hacking the Lecture: Transgressive Praxis and Presence Using Online Video (pages 331-347)

Stephanie Odom, Leslie Lindsey

This case study will detail the experience of one composition instructor and her efforts to adapt a collaborative, student-centered freshman composition course to the online environment using a lecture video-focused course delivery....

Chapter 21

Training Instructors to Teach Multimodal Composition in Online Courses (pages 348-369)

Tiffany Bourelle, Beth L. Hewett

This chapter addresses practical strategies for training teachers to teach multimodal composition in online courses. Specifically, trainers should focus on at least four skill sets: developing and scaffolding multimodal assignments;...

Chapter 22

Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs (pages 370-384)

Robert W. McEachern

When MOOCs exploded into the public consciousness in 2012, many supporters touted their potential to disrupt higher education. In a short time, MOOCs have evolved, and that role as radical change agents seems to have faded. However...

Chapter 23

Conducting Programmatic Assessments of Online Writing Instruction: CCCC's OWI Principles in Practice (pages 385-405)

Nicki Litherland Baker, Elisabeth H. Buck

Individuals seeking to evaluate the efficacy of online writing instruction (OWI) within a larger writing program must consider the unique challenges and opportunities of this method of teaching. This chapter describes the use of the...

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Compilation of References

About the Contributors

Index

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