Chapter 14. Preparing for the Rhetoricity of OWI

DePew, Kevin Eric

doi:10.37514/per-b.2015.0650.2.14

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“…Kaya (2006) stresses that the material chosen should respond to learners' needs and that learners should be encouraged to design material. DePew similarly (DePew, 2015) has propounded that learners demonstrate a positive attitude toward accessing online language learning material. Therefore, it can be claimed that technological material motivates learners, keeps them alert in class for longer, facilitates achieving targets specified in teaching programs, and helps to sustain permanent learning (Mert and Sen, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

Köprülü

2021

Front. Psychol.

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Section: Introductionmentioning

confidence: 99%

The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

Köprülü

2021

Front. Psychol.

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Training Instructors to Teach Multimodal Composition in Online Courses

Bourelle¹,

Hewett²

2017

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

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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; creating multimodal instructional tools; incorporating technology labs within the curriculum; and adopting and adapting the multimodal ePortfolio as a reflective document for showcasing student learning. Teachers particularly benefit from these skill sets, which enable them to guide students in acquiring such multimodal literacies as learning to design rhetorically effective multimodal projects for various audiences and purposes. The chapter offers theoretical and practical advice for trainers where the instruction will occur in online settings as well as the training itself. This advice also is useful for teachers of face-to-face (onsite) multimodal courses when using a robust learning management system (LMS) for student support.

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Chapter 14. Preparing for the Rhetoricity of OWI

Cited by 2 publications

References 9 publications

The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

The Effect of Using Technology Supported Material in Teaching English to First-Year Primary School Children: On Their Academic Success During COVID-19

Training Instructors to Teach Multimodal Composition in Online Courses

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