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