Mediating Power: Distance Learning Interfaces, Classroom Epistemology, and the Gaze

DePew, Kevin Eric; Lettner-Rust, Heather G.

doi:10.1016/j.compcom.2009.05.002

Cited by 30 publications

(10 citation statements)

References 17 publications

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“…For example, via assessment deadlines and a baseline degree of powerdistance between staff and student (e.g. DePew & Lettner-Rust, 2009;Taibi, 2006).…”

Section: Teacher Leadershipmentioning

confidence: 99%

Digitally empowered students through teacher leadership: The role of authentic leadership

2020

JALT

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Technology is advancing, and with that, our students require digital empowerment and fluency to maximise their chances of success in their current and future personal and professional lives. In this paper, we build on the existing teacher leadership and digital literacy literatures. We theorise that authentic leader behaviours in higher education teachers offer a moderation effect on the relationship between teacher leadership and digital empowerment of students. We discuss the implications proposed from this critical review on increasing efficacy of student learning within the digital era. We see significance in this work, particularly as educators begin to test new digital pedagogies incorporating immersive learning environments, virtual reality, and augmented reality.

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“…For example, via assessment deadlines and a baseline degree of powerdistance between staff and student (e.g. DePew & Lettner-Rust, 2009;Taibi, 2006).…”

Section: Teacher Leadershipmentioning

confidence: 99%

Digitally empowered students through teacher leadership: The role of authentic leadership

2020

JALT

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“…New communication technology, such as the internet, has been widely introduced in order to reach those who are unable to enrol at conventional universities. By way of such technology, students are supposed to be able to study wherever and whenever they want, and thereby gain the flexibility necessary for conducting their studies (DePew, Lettner-Rust, 2009). The learning management systems, e-learning courses and blended learning tools are often evaluated and the recognized effectiveness is very important for their improvement and development.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Results in Chosen Subjects and analysis of the Motivation of Distance Student

2012

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The university studies of adult people in the combined or distance form of study denote many differences in comparison with the regular studies. Very important question is if the results of the distance students are on the same level as those of regular students. The Czech University of Life Sciences in Prague has steadily high number of combined students in tutorial centres outside Prague. The contribution is based on an inquiry survey among the students of tutorial centres. Another data source is the official database of the university. The level of satisfaction of students was compared with their results and a negative dependency was found. We also investigated the relation between socio demographic characteristics and the motivation and attitude to the study. We found dependencies in two questions. Finally, we compared the results of the students from the tutorial centres and regular students and have not found remarkable differences. The good (not worse) results of students from the centres of distance studies can be explained by more intensive motivation which implies more intensive and more responsible preparation for exams. For the statistical analysis we used the software SPSS, version 18.

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“…The course design also aligned with social-constructivist views of knowledge production (e.g., Vygotsky, yr;DePew & Lettner-Rust, 2009), while attending to both the affordances and challenges of realizing such a pedagogy in an online environment (e.g., Gillam & Wooden, 2013;Pachler & Daly, 2011;Warnock, 2009). The structure of the course sought to affirm and value students' prior knowledges and experiences and provide avenues for students to share those knowledges with the learning community.…”

Section: Rationale For the Course Designmentioning

confidence: 95%

“…Constructivist and learner-centered OWI recognize the knowledges and perspectives of both instructors and students as valuable. DePew & Lettner-Rust (2009) suggest that moving from "banking" style of teaching to a student-centered style "is not just a shift in epistemological philosophy and pedagogy. It is a shift in power; it is a shift in the way one articulates who gets to contribute knowledge in the course" (p. 175).…”

Section: Composition and Communication (Cccc) Committee For Best Pracmentioning

confidence: 99%

“…As the field is grappling with these issues, we are also trying to explore the most effective methods for teaching FYC in digital spaces because demand for online classes is increasing. Despite the abundant research that advocates for the use of social-constructivist pedagogies online (e.g., Warnock, 2009;Pachler & Daly, 2011;Swenson & Taylor, 2012), research also suggests that many online writing courses (OWC) still position the instructors as the central experts who must bestow their vast knowledge on the ignorant students (e.g., DePew & Lettner-Rust, 2009;Gillam & Wooden, 2013;Remley, 2014). However, implementing a social-constructivist pedagogy in online spaces also demands that instructors and, as some claim, students (Van Ittersum & Lawson Ching, 2013) take up a critical awareness of how learning and literate activity happen in online spaces (e.g., Brown, 2006;Griffin & Minter, 2013).…”

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confidence: 99%

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Waking Dormant Researchers: Student Co-Research as Writing Research Methodology and Pedagogy

Sheets¹

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This thesis explores the ways that students took up writing researcher skills, knowledges, and identities through a teacher-student co-research investigation of writing in an online writing research course. The following questions guided this study:• How did literate activity occur in an online Composition as Critical Inquiry Course?• What writing research skills, knowledges, and identities did the students take up and demonstrate as they participated in a co-research project?The study also examined the efficacy of co-research as a methodology and pedagogy.Chapter 1 reviews literature from the relevant English studies fields. Central topics include the rationale for writing research pedagogies, an exploration of co-research (the primary methodology for this project), and an overview of online writing courses (OWCs).Chapter 2 describes the methods and methodologies used in this study. It begins with a rationale and description of the course that served as the site of the co-research investigation followed by a description of the methods used in the study. For the first research question, the students were invited to investigate literate activity in our OWC and report their findings in journal articles. For the second research question, four students participated in a focus group where they were asked to describe the writing research skills, knowledges, and identities they developed during the course.Chapter 3 presents results and discussion related to the first research question.Findings from six student co-research projects are presented along with a discussion of the affordances and limitations of each co-researchers' work.Chapter 4 presents results and discussion related to the second research question.Students took up an awareness of genres/contexts, research methods, and self-knowledge.This chapter also examines the extent to which the students took up conscious writing researcher identities. The thesis concludes with recommendations about co-research as methodology and pedagogy. WAKING DORMANT RESEARCHERS: STUDENT CO-RESEARCH AS WRITING RESEARCH METHODOLOGY AND PEDAGOGY ANGELA R. SHEETS WAKING DORMANT RESEARCHERS: STUDENT CO-RESEARCH AS WRITING RESEARCH METHODOLOGY AND PEDAGOGY ANGELA R. SHEETS COMMITTEE MEMBERS: Joyce R. Walker, Chair Bob Broad i ACKNOWLEDGMENTS As my co-researcher Wes points out in his study, writing is never a solo sport.With that in mind, I would like to acknowledge the support and help of several people who helped make this thesis project possible.First, I owe a great deal of gratitude to Dr. Joyce Walker for both her scholarship and her support as a mentor on this project. Thank you for equipping me with both the framework and opportunity I needed to set this project in motion. I don't think I can ever un-be the person I became when I crossed the CHAT threshold.I am also deeply indebted to Dr. Bob Broad. Thank you for assigning the readings that got me started thinking about co-research in the first place and for your calming assistance through the IRB process.A few colleagues that I c...

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Mediating Power: Distance Learning Interfaces, Classroom Epistemology, and the Gaze

Cited by 30 publications

References 17 publications

Digitally empowered students through teacher leadership: The role of authentic leadership

Digitally empowered students through teacher leadership: The role of authentic leadership

Evaluation of Results in Chosen Subjects and analysis of the Motivation of Distance Student

Waking Dormant Researchers: Student Co-Research as Writing Research Methodology and Pedagogy

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