Gauging the Value of Online Grade Posting: An Inquiry into Full Disclosure
http://english.ttu.edu/kairos/6.2/binder2.html?coverweb/assessment/knievel/index.htm
  peer-reviewed

Knievel, Michael
Kairos
2001

Abstract:

With the continued development of the Internet, distance learning initiatives and Web-based mechanisms designed to support traditional classroom pedagogies are here to stay, and traditional notions of teaching are forever changed. Online colleges and universities like the University of Phoenix already boast burgeoning enrollments, as students flock to a curriculum that will gladly meet them on their own terms and in their own homes and offices. On the Web, teaching moves from brick and mortar classrooms with thirty students entering and leaving every hour, on the hour, to a compendium of synchronous and asynchronous experiences characterized by bulletin board posts, downloads, real-time chats, file transfers, and video and audio files. Web-based approaches to teaching writing and rhetoric are, generally speaking, multivalent, offering new and important capacities that surpass some of the dimensional and practical constraints of the traditional written page. Moreover, many of the practices common in Web-based pedagogy are well supported by theories of dialogism and negotiated learning, and those in the computers and composition community have long trumpeted these benefits.