This article argues that writing programs have an opportunity to create a new playing field in th... more This article argues that writing programs have an opportunity to create a new playing field in their online composition courses. A playing field that conceives of students and content differently than does a typical iteration of an online course (a course that traditionally migrates materials and practices from a f2f context and reimagines them for an online setting). The focus of this article emphasizes how readers can use user-centered design in their online courses to accommodate all students with varying learning styles. Readers will gain a better understanding of how significant user-centered design can be for maintaining student enrollments, promoting learning and avoiding attrition. Further readers will understand that specific moves made by the instructor will have very real repercussions on whether or not a course, or even elements of a course, are accessible by all.
Advances in educational technologies and instructional design book series, 2017
This chapter explores issues specific writing program administration considering the huge influx ... more 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 administering writing programs: teaching online is different that teaching faceto-face. Considering this influx and pedagogical shift, the author argues that in the age of MOOCs, focusing on faculty support and the development and maintenance of online writing courses (OWCs) becomes imperative. The central idea of the chapter is that in order for online writing instructors to focus on what they do best (teaching), they need to be led by someone with online writing instruction (OWI) experience, who is trained and qualified to lead a writing program that includes OWCs. The author argues for the development of a new WPA role, an Online Writing Program Administrator (OWPA), in order to distinguish a brand (a concept from Keith Rhodes, 2010) of OWI, which is distinctly different than the instruction and content offered by MOOCs.
The WAC Clearinghouse; University Press of Colorado eBooks, Jan 11, 2021
The Practices & Possibilities Series addresses the full range of practices within the field of Wr... more The Practices & Possibilities Series addresses the full range of practices within the field of Writing Studies, including teaching, learning, research, and theory. From Joseph Williams' reflections on problems to Richard E. Young's taxonomy of "small genres" to Adam Mackie's considerations of technology, the books in this series explore issues and ideas of interest to writers, teachers, researchers, and theorists who share an interest in improving existing practices and exploring new possibilities. The series includes both original and republished books. Works in the series are organized topically.
This article argues that writing programs have an opportunity to create a new playing field in th... more This article argues that writing programs have an opportunity to create a new playing field in their online composition courses. A playing field that conceives of students and content differently than does a typical iteration of an online course (a course that traditionally migrates materials and practices from a f2f context and reimagines them for an online setting). The focus of this article emphasizes how readers can use user-centered design in their online courses to accommodate all students with varying learning styles. Readers will gain a better understanding of how significant user-centered design can be for maintaining student enrollments, promoting learning and avoiding attrition. Further readers will understand that specific moves made by the instructor will have very real repercussions on whether or not a course, or even elements of a course, are accessible by all.
This chapter explores issues specific writing program administration considering the huge influx ... more 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 administering writing programs: teaching online is different that teaching faceto-face. Considering this influx and pedagogical shift, the author argues that in the age of MOOCs, focusing on faculty support and the development and maintenance of online writing courses (OWCs) becomes imperative. The central idea of the chapter is that in order for online writing instructors to focus on what they do best (teaching), they need to be led by someone with online writing instruction (OWI) experience, who is trained and qualified to lead a writing program that includes OWCs. The author argues for the development of a new WPA role, an Online Writing Program Administrator (OWPA), in order to distinguish a brand (a concept from Keith Rhodes, 2010) of OWI, which is distinct...
This article argues that writing programs have an opportunity to create a new playing field in th... more This article argues that writing programs have an opportunity to create a new playing field in their online composition courses. A playing field that conceives of students and content differently than does a typical iteration of an online course (a course that traditionally migrates materials and practices from a f2f context and reimagines them for an online setting). The focus of this article emphasizes how readers can use user-centered design in their online courses to accommodate all students with varying learning styles. Readers will gain a better understanding of how significant user-centered design can be for maintaining student enrollments, promoting learning and avoiding attrition. Further readers will understand that specific moves made by the instructor will have very real repercussions on whether or not a course, or even elements of a course, are accessible by all.
Advances in educational technologies and instructional design book series, 2017
This chapter explores issues specific writing program administration considering the huge influx ... more 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 administering writing programs: teaching online is different that teaching faceto-face. Considering this influx and pedagogical shift, the author argues that in the age of MOOCs, focusing on faculty support and the development and maintenance of online writing courses (OWCs) becomes imperative. The central idea of the chapter is that in order for online writing instructors to focus on what they do best (teaching), they need to be led by someone with online writing instruction (OWI) experience, who is trained and qualified to lead a writing program that includes OWCs. The author argues for the development of a new WPA role, an Online Writing Program Administrator (OWPA), in order to distinguish a brand (a concept from Keith Rhodes, 2010) of OWI, which is distinctly different than the instruction and content offered by MOOCs.
The WAC Clearinghouse; University Press of Colorado eBooks, Jan 11, 2021
The Practices & Possibilities Series addresses the full range of practices within the field of Wr... more The Practices & Possibilities Series addresses the full range of practices within the field of Writing Studies, including teaching, learning, research, and theory. From Joseph Williams' reflections on problems to Richard E. Young's taxonomy of "small genres" to Adam Mackie's considerations of technology, the books in this series explore issues and ideas of interest to writers, teachers, researchers, and theorists who share an interest in improving existing practices and exploring new possibilities. The series includes both original and republished books. Works in the series are organized topically.
This article argues that writing programs have an opportunity to create a new playing field in th... more This article argues that writing programs have an opportunity to create a new playing field in their online composition courses. A playing field that conceives of students and content differently than does a typical iteration of an online course (a course that traditionally migrates materials and practices from a f2f context and reimagines them for an online setting). The focus of this article emphasizes how readers can use user-centered design in their online courses to accommodate all students with varying learning styles. Readers will gain a better understanding of how significant user-centered design can be for maintaining student enrollments, promoting learning and avoiding attrition. Further readers will understand that specific moves made by the instructor will have very real repercussions on whether or not a course, or even elements of a course, are accessible by all.
This chapter explores issues specific writing program administration considering the huge influx ... more 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 administering writing programs: teaching online is different that teaching faceto-face. Considering this influx and pedagogical shift, the author argues that in the age of MOOCs, focusing on faculty support and the development and maintenance of online writing courses (OWCs) becomes imperative. The central idea of the chapter is that in order for online writing instructors to focus on what they do best (teaching), they need to be led by someone with online writing instruction (OWI) experience, who is trained and qualified to lead a writing program that includes OWCs. The author argues for the development of a new WPA role, an Online Writing Program Administrator (OWPA), in order to distinguish a brand (a concept from Keith Rhodes, 2010) of OWI, which is distinct...
Global online access has increased rapidly in the last decade, and online education has become in... more Global online access has increased rapidly in the last decade, and online education has become increasingly international as a result. The challenge for writing instructors becomes addressing this new educational environment to offer effective education to globally distributed student in online classes. The four plenary speakers at the 2018 inaugural GSOLE conference discussed this context and presented ideas and opinions on this topic. This editorial is a summary of that conversation.
Research in Online Literacy Education Journal , 2019
Global online access has increased rapidly in the last decade, and online education has become i... more Global online access has increased rapidly in the last decade, and online education has become increasingly international as a result. The challenge for writing instructors becomes addressing this new educational environment to offer effective education to globally distributed student in online classes. The four plenary speakers at the 2018 inaugural GSOLE conference discussed this context and presented ideas and opinions on this topic. This editorial is a summary of that conversation.
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Papers by Jessie Borgman