Abstract

Instead of focusing on technologies of online delivery, specific course design, or reporting on the successes or lessons learned of an online or distance education course, in this essay I focus on the readiness of technical communication teachers for teaching in online settings. Using ideas gleaned from cultural geography, specifically the concept of reading and interpreting landscapes, I develop a framework for instructors to determine their willingness, readiness, and preparedness to teach online. The final section of this essay provides an example of using this framework based on my explorations into my readiness to teach online. I find that self-selection for online instruction is a critical step in developing powerful instructional settings and allows technical communication teachers to cross or remove existing boundaries within their own pedagogical practices.

Journal
Technical Communication Quarterly
Published
2007-01-01
DOI
10.1080/10572250709336576
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Citation Context

Cited by in this index (12)

  1. Technical Communication Quarterly
  2. Computers and Composition
  3. Journal of Technical Writing and Communication
  4. Journal of Technical Writing and Communication
  5. Technical Communication Quarterly
Show all 12 →
  1. Technical Communication Quarterly
  2. Technical Communication Quarterly
  3. Technical Communication Quarterly
  4. Technical Communication Quarterly
  5. Technical Communication Quarterly
  6. Journal of Business and Technical Communication
  7. Journal of Technical Writing and Communication

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