Immersion, Reflection, Failure: Teaching Graduate Students to Teach Writing Online

Grover, Stephen; Cook, Kelli Cargile; Harris, Heidi Skurat; DePew, Kevin Eric

doi:10.1080/10572252.2017.1339524

Cited by 15 publications

(6 citation statements)

References 12 publications

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“…COVID-19 practically disrupts the school system while presenting a serious challenge to traditional education systems and has ushered in new hope for holistic teaching and learning. According to Grover et al (2017), efforts that can be made are acknowledging shortcomings as educators, letting students admit their own shortcomings flaws, and willingly asking for ideas to solve them. These practices will help build on their community, inform teaching, and increase shared knowledge of effective online teaching methods and practice.…”

Section: Resultsmentioning

confidence: 99%

Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Ellianawati

Subali

Khotimah

et al. 2021

JPII

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Reasoning skill is crucial for students to translate the learning material provided by the teacher in online mode during the COVID-19 pandemic. Many teachers choose analogy-based learning to explain a concept by bringing the concept to facts that are close to students’ daily lives. Analogy-based learning that was carried out face-to-face before the pandemic improved students’ reasoning skills, and now its implementation is tested in online mode. The study aims to analyze differences in reasoning skills in each indicator area and their factors. A significant difference was obtained by involving 72 students and doing a t-test for two data groups in the two sample groups. Students’ skills to identify problems and apply concepts have increased even though it is not as good as the increase in both aspects on face-to-face mode. The other two aspects (exploring the facts and concluding) are very unsatisfactory. There is a striking discrepancy between analogy-based learning during and before the pandemic with an unchanged syntax but different situations. The reduction in each reasoning indicator ranged from 10% to 25%. Signal constraints, a less supportive learning environment, and delayed communication between teachers and students are the main factors. This study provides an overview of discrepancies that can be addressed more wisely by strengthening the function of the media to optimize teacher and students communication and learning innovations that help students’ learning difficulties during the pandemic.

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Section: Resultsmentioning

confidence: 99%

Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Ellianawati

Subali

Khotimah

et al. 2021

JPII

View full text Add to dashboard Cite

show abstract

“…Secondly, myriad reasons and explanations may exist for their beliefs that OWI is not a good option. For instance, these instructors were using pre-designed courses (PDCs), which they all described as “overwhelming” or “insane” because of the amount of text in assignment descriptions and instructions; the use of PDCs has been criticized with online instructors/trainers pointing out that they restrict teacher autonomy and hinder the self-reflection process in aligning theory and practice (Grover, Cargile Cook, Skurat Harris, & DePew, 2017 .) While instructors were told they could “adapt’ the PDC, they were not provided adequate time to do so before the courses began, nor did they feel confident in modifying the assigned points in the assignment or the gradebook in the LMS.…”

Section: Exploring Student and Instructor Perceptionsmentioning

confidence: 99%

Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers

Tercero

2021

Academic Literacy Development

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The internationalization of US writing programs and the steady increase of online learning in higher education present challenges for writing programs and instructors in developing and teaching online academic writing courses, particularly courses for international multilingual/second language (L2) writers. Anecdotal accounts of the experiences of the emergency transition to online learning in spring 2020 due to the COVID19 pandemic highlighted many of these challenges, including skepticism of the effectiveness of online teaching and the general unpreparedness to carry it out. The aim of this chapter is to introduce an adapted framework for designing and teaching online L2 writing courses based on Casanave’s ( Controversies in second language writing: Dilemmas and decisions in research and instruction (2nd ed.) [Ebook]. The University of Michigan Press, 2017) and informed by an exploratory study of instructor and student perceptions of their online writing courses.

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“…The field's literature has provided ample evidence of robust, engaging, and varied approaches to teaching technical communication online: over the past 15 years, there have been two edited collections and two special issues devoted to the topic (Cargile Cook & Davie, 2013;Cargile Cook & Grant-Davis, 2005;Hewett & Bourelle, 2017;Hewett & Powers, 2007). The most recent special issue focused on training online technical communication instructors (Bartolotta et al, 2017;Grover et al, 2017;, including for cross-cultural and global communication courses (Gonzales & Baca, 2017;Thrush & Popham, 2013). Other literature has discussed online program administration by examining the balance between instructor autonomy and curricular consistency (Maid & D'Angelo, 2013;Rodrigo & Ramírez, 2017;Tillery & Nagelhout, 2013) and assessing the effectiveness of online program orientations for students .…”

Section: Key Takeawaysmentioning

confidence: 99%

8. Creating the �Through-Line� by Engaging Industry Certification Standards in SLO Redesign for a Core Curriculum Technical Writing Course

Newmark¹,

Bartolotta

2020

Effective Teaching of Technical Communication: Theory, Practice, and Application

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Immersion, Reflection, Failure: Teaching Graduate Students to Teach Writing Online

Cited by 15 publications

References 12 publications

Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic

Adapting a Framework for Designing and Teaching an Online Academic Writing Course for L2 Writers

8. Creating the �Through-Line� by Engaging Industry Certification Standards in SLO Redesign for a Core Curriculum Technical Writing Course

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