Writing MOOEEs?

Abstract

In this chapter, the authors consider the conundrum of a writing MOOC, which is both a counter-traditional type of college “course” and an experimental online venue that recently has gained, lost, and regained traction. Using the CCCC OWI Principles and current scholarship as grounding, the authors argue that MOOCs are too big and technologically unwieldy to be considered a traditional, credit-bearing writing course and that they are problematic even when the credit issue is removed from the equation. Issues include inherent accessibility, responsibilities to stakeholders, infrastructure challenges, needs for educator preparation and training, and compensation. The authors then reimagine the writing MOOC as a MOOEE, or massive open online educational experience, to take advantage of its relative benefits. Nonetheless, even reconceiving a MOOC as a MOOEE does not solve all of its problems when held against educational principles that address both learning and material conditions.

Comparison of Digital Coaching Centers and Face-to-Face Coaching Centers in the Context of Shadow Education Institutions: Student and Teacher Perceptions and Academic Achievements of Students

“…"Post-secondary education in various disciplines takes place in digital environments, whether asynchronous or synchronous, fully online or hybrid" (Hewett and Warnock, 2017).…”