This study explores student engagements with hybrid writing courses, revealing their experiences and perceptions of a modality that blends in-person and online instruction. Hybrid learning as a format is often overshadowed by its association with fully online instruction. After a number of writing courses on our campus were redesigned for hybrid delivery, we conducted interviews and focus groups with students taking those courses. What we found, among other things, was that students largely saw hybrid writing courses as striking a balance between the flexibility of online learning with opportunities for human contact and the social presence afforded by in-person class meetings. Even more intriguing, though, was how students talked about the purposes of—and relationships between—the online and in-person components of their hybrid courses. In other words, it was not just the case that students appreciated hybrid learning, but also that clear patterns emerged in the meanings and values they ascribed to the constituent elements of these courses and the perceived cohesiveness of instruction across the modes. This study ends with implications for the design and implementation of hybrid writing courses, and it emphasizes the need for further scholarship that recognizes the unique affordances and challenges of this instructional modality.

This article shares our experience designing and deploying writing assessment in English Composition I: Achieving Expertise, the first-ever first-year writing Massive Open Online Course (MOOC). We argue that writing assessment can be effectively adapted to the MOOC environment and that doing so reaffirms the importance of mixed-methods approaches to writing assessment and drives writing assessment toward a more individualized,learner-driven, and learner-autonomous paradigm.

This essay examines the current state of online writing instruction in light of changing technologies and everyday literacies in order to understand their impact on access to higher education and on the material conditions of teaching writing.

MOOC Response about “Listening to World Music” Steven D. Krause What I Learned in MOOC Jeff Rice

The Technology, Education, and Copyright Harmonization (TEACH) Act of 2002 was developed to update copyright law to accommodate the uses of copyrighted materials in distance-education environments. This article presents an analysis of the TEACH Act and its implications for teaching writing, with an aim toward building awareness among faculty and administrators so that they can become part of the critical conversation about copyright law as it affects teaching and learning with technology.

Part 1 Perspectives: education by engagement and construction - a strategic education initiative for a multimedia renewal of American education, Ben Shneiderman is there a class in this text? creating knowledge in the electronic classroom, John M. Slatin varieties of virtual - expanded metaphors for computer-mediated learning, Patricia Ann Carlson cognitive architecture in hypermedia instruction, Henrietta Nickels Shirk multimedia - informational alchemy or conceptual typography?, Evelyn Schlusselberg and V. Judson Harward dimensions, context, and freedom - the library in the social creation of knowledge, Gregory T. Anderson multimedia and the library and information studies curriculum, Kathleen Burnett the virtual museum and related epistemological concerns, Glen Hoptman an epistemic analysis of the interaction between knowledge, education, and technology, David Chen the many faces of multimedia - how new technologies might change the nature of the academic endeavour, Alison Hartman, et al. Part 2 . . . and practices: bootstrapping hypertext - student-created documents, intermedia, and the social construction of knowledge, George P. Landow the CUPLE project - a hyper- and multimedia approach to restructuring physics education, E.F. Redish, et al collaborative virtual communities - using Learning Constellations, a multimedia ethnographic research tool, Ricki Goldman-Segall the crisis management game of Three Mile Island - using multimedia simulation in management education, Thomas M. Fletcher restructuring space, time, story, and text in advanced multimedia learning environments, Janet H. Murray the virtual classroom - software for collaborative learning, Starr Roxanne Hiltz medical centre - a modular hypermedia approach to programme design, Nels Anderson prototyping multimedia - lessons from the visual computing group at project Athena Centre for educational computing initative, Ben Davis Engineering-Design Instructional Computer System (EDICS), David Gordon Wilson computers and design activities - their mediating role in engineering education, Shahaf Gal the need for negotiation in cooperative work, Beth Adelson and Troy Jordan teaching hypermedia concepts using hypermedia techniques, Peter A. Gloor computer integrated documentation, Guy Boy the Worcester State College Elder Connection - using multimedia and information technology to promote intergenerational education, Virginia Z. Ogozalek, et al paradoxical reactions and powerful ideas - educational computing in a Department of Physics, Sherry Turkle.

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