This webtext uses four Artifacts—annotated video excerpts of class recordings— to demonstrate how web conferencing and collaborative word processing platforms can be used to bolster interactivity, teaching presence, and social presence in synchronous online writing classes.

This multi-institutional study surveyed undergraduate students (n=669) about how and what they learned in hybrid and online first-year composition (FYC) classes, employing the Community of Inquiry (CoI) Framework to analyze their responses. The data illustrated a significant difference in hybrid versus online students’ perceptions of the student-teacher relationship.

This study includes interviews with 70 undergraduate students enrolled in online or hybrid first-year composition (FYC) classes at one of four universities in the United States and analyzes students’ perceptions of digital peer review. Arguing that the Community of Inquiry (CoI) Framework is a logical heuristic for examining writing studies research, this study finds that synchronicity might be more significant than modality with respect to the ways that peer review is able to achieve social, teaching, and cognitive presence. Overall, this study suggests that synchronicity is a common thread woven throughout each of the CoI presences as a potential way of alleviating negative evaluations of and achieving a learning community through peer review. Data further suggest that hybrid and online students conceptualize relationships as creating a sense of community that is work-based rather than friendship-based, that students might not be aware of or able to foresee ways that peer review applies to other writing contexts or classes, and that instructors could better prepare students for peer review in classrooms and beyond.