Cengage Learning
NEW

Handbook of Research on Writing and Composing in the Age of MOOCs, 1st Edition

  • Elizabeth A. Monske
  • Kristine L. Blair
  • Published By:
  • ISBN-10: 1522517197
  • ISBN-13: 9781522517191
  • DDC: 808
  • 457 Pages | eBook
  • Original Copyright 2017 | Published/Released August 2020
  • This publication's content originally published in print form: 2017

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About

Overview

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

Front Cover.
Title Page.
Copyright Page.
Advances in Educational Technologies and Instructional Design (AETID) Book Series.
List of Contributors.
Table of Contents.
Detailed Table of Contents.
Foreword.
Preface.
Acknowledgment.
1: A Typology of MOOCS.
2: Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles.
3: MOOCs in the Global Context.
4: Digital Citizens as Writers: New Literacies and New Responsibilities.
5: Principled/Digital: Composition’s “Ethics of Attunement” and the Writing MOOC.
6: Getting “Girly” Online: The Case for Gendering Online Spaces.
7: Arguing for Proactivity: Talking Points for Owning Accessibility in Online Writing Instruction.
8: Connecting Writing Studies with Online Programs: UTEP’s Graduate Technical and Professional Writing Certificate Program.
9: Contact and Interactivity in Televised Learning: 15 Years Later.
10: Developmental Writing and MOOCs: Reconsidering Access, Remediation, and Development in Large-Scale Online Writing Instruction.
11: Problematic Partnerships: An Analysis of Three Composition MOOCs Funded by the Gates Foundation.
12: The Online Writing Program Administrator (OWPA): Maintaining a Brand in the Age of MOOCs.
13: Reshaping Institutional Mission: OWI and Writing Program Administration.
14: What’s a “Technician” to Do? Theorizing and Articulating MOOC Maintenance Concerns.
15: A (Critical) Distance: Contingent Labor, MOOCs, and Teaching Online.
16: Audience, User, Producer: MOOCs as Activity Systems.
17: What Online Writing Spaces Afford Us in the Age of Campus Carry, “Wall-Building,” and Orlando’s Pulse Tragedy.
18: Introduction Discussion Board Forums in Online Writing Courses Are Essential: No, Really, They Are.
19: Using Online Writing Communities to Teach Writing MOOCs.
20: Hacking the Lecture: Transgressive Praxis and Presence Using Online Video.
21: Training Instructors to Teach Multimodal Composition in Online Courses.
22: Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs.
23: Conducting Programmatic Assessments of Online Writing Instruction: CCCC’s OWI Principles in Practice.
Compilation of References.
About the Contributors.
Index.