Publications by Natalie Stillman-Webb
College Composition and Communication , 2022
This multi-institutional study surveyed undergraduate students (n=669) about how and what they le... more This multi-institutional study surveyed undergraduate students (n=669) about how and what they learned in hybrid and online first-year composition (FYC) classes, employing the Community of Inquiry (CoI) Framework to analyze their responses. The data illustrated a significant difference in hybrid versus online students’ perceptions of the student-teacher relationship.
Composition Forum, 2022
This study includes interviews with 70 undergraduate students enrolled in online or hybrid first-... more This study includes interviews with 70 undergraduate students enrolled in online or hybrid first-year composition (FYC) classes at one of four universities in the United States and analyzes students’ perceptions of digital peer review. Arguing that the Community of Inquiry (CoI) Framework is a logical heuristic for examining writing studies research, this study finds that synchronicity might be more significant than modality with respect to the ways that peer review is able to achieve social, teaching, and cognitive presence. Overall, this study suggests that synchronicity is a common thread woven throughout each of the CoI presences as a potential way of alleviating negative evaluations of and achieving a learning community through peer review. Data further suggest that hybrid and online students conceptualize relationships as creating a sense of community that is work-based rather than friendship-based, that students might not be aware of or able to foresee ways that peer review applies to other writing contexts or classes, and that instructors could better prepare students for peer review in classrooms and beyond.
Online Learning, 2021
This article applies the Community of Inquiry (CoI) framework to a particular disciplinary contex... more This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to "social presence," "social comfort," "attitude," and "social learning." They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the extent to which they engaged in the types of social learning that the discipline values.
Papers by Natalie Stillman-Webb
College Composition & Communication
This multi-institutional study surveyed undergraduate students (n=669) about how and what they le... more This multi-institutional study surveyed undergraduate students (n=669) about how and what they learned in hybrid and online first-year composition (FYC) classes, employing the Community of Inquiry (CoI) Framework to analyze their responses. The data illustrated a significant difference in hybrid versus online students’ perceptions of the student-teacher relationship.
Utah State University Press eBooks, May 15, 2022
Computers and Composition
https://digitalcommons.tacoma.uw.edu/ias_books/1095/thumbnail.jp
https://digitalcommons.tacoma.uw.edu/ias_books/1095/thumbnail.jp
Business Communication Quarterly, 1997
Online Learning, 2021
This article applies the Community of Inquiry (CoI) framework to a particular disciplinary contex... more This article applies the Community of Inquiry (CoI) framework to a particular disciplinary context: first-year writing (FYW). Students enrolled in online FYW courses across three institutions (n = 272) completed a version of the CoI survey that was slightly modified to fit the disciplinary context of writing studies. A factor analysis was conducted to determine how well the CoI in Writing Studies data aligned with typical CoI survey research; teaching presence and cognitive presence loaded onto single factors, but the social presence items divided into multiple factors. The authors put their findings in conversation with other scholarship about social presence, especially Carlon et al. (2012) and Kreijns et al. (2014), and advocate for differentiating between survey items that relate to “social presence,” “social comfort,” “attitude,” and “social learning.” They also recommend that future disciplinary uses of the CoI Survey include survey items that ask students to report on the ext...
Current scholarship has not adequately addressed the specific differences of women writers&am... more Current scholarship has not adequately addressed the specific differences of women writers' postmodernist strategies. My dissertation responds to this gap by examining the ways in which contemporary American women novelists combine innovation in narrative with social critique, using experimental forms to intervene in debates about postmodern theory and culture. I argue that current conceptions of postmodernism need to be revised
Journal of Business and Technical Communication, 2014
Corporate social responsibility is a topic that is increasingly incorporated into business school... more Corporate social responsibility is a topic that is increasingly incorporated into business school curricula. This article describes a study of undergraduate business majors who wrote about an environmental topic in response to an Analytical Writing Assessment question in the Graduate Management Admission Test™. Of 187 students, only 76 mentioned natural resources in their responses. The study examines this smaller corpus for stance, framing, and argument. The results indicate that the majority of those 76 students supported sustainable practices but were less adept at presenting their perspectives, invoking a personal frame over a professional one. The authors suggest ways to help students develop stronger skills in writing about corporate social responsibility.
Research Literacies and Writing Pedagogies for Masters and Doctoral Writers, 2000
Online Education 2.0: Evolving, Adapting, and Reinventing Online Technical Communication, 2013
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Publications by Natalie Stillman-Webb
Papers by Natalie Stillman-Webb