Exploring Burnout among University Online Instructors: An Initial Investigation  

Burnout has been identified as a significant issue among those in instructional positions. The purpose of the present research was to identify and describe the status of burnout among higher education online instructors. The population for this study included responses of 76 online instructors employed by baccalaureate granting institutions within the United States. A demographic survey and the Maslach Burnout Inventory-Educators Survey (MBI-ES) were used to collect data from respondents. Data analysis revealed online instructors possessed an average score on the emotional exhaustion subscale, high degree of depersonalization, and low degree of personal accomplishment.

McKnight, Mark A. and R.L. Hogan. University of Southern Illinois (2007). Articles>Education>Online

Extensible Markup Language: How Might It Alter the Software Documentation Process and the Role of the Technical Communicator?    

This article describes the influence that Extensible Markup Language (XML) will have on the software documentation process and subsequently on the curricula of advanced undergraduate and master's programs in technical communication. XML, an evolving set of standards for storing and displaying information, uses nine components that make up the XML development process. Grouped into content, formatting, and language specifications, these components enhance organizations' ability to manage information more efficiently and accurately. As the XML development process is adopted, the software documentation process will evolve from a self-contained procedure into a more flexible, interactive process in which software documenters must work closely with a wide range of specialists. The changes that XML will have on the software documentation process will likewise have implications for programs in technical communication in the need to address new kinds of job descriptions, skill sets, and career paths of future technical communicators. The article recommends adaptations to existing courses, as well as new elective and required courses.

Battalio, John T. Journal of Technical Writing and Communication (2002). Articles>Documentation>Education>XML

Facilitating Interactivity in an Online Technical Communication Course    

Several researchers have discussed the important role of interactivity in promoting student learning and socialization, especially in online courses. Facilitating interactivity in an asynchronous, web-based course, however, presents a number of challenges. Such a course, in technical communication, was developed at Florida State University incorporating three interactive components: threaded class discussions, peer editing groups, and collaboration on a group project. Lessons learned from the development and implementation of this course may assist other instructors in developing and teaching online technical communication courses.

Latham, Don. STC Proceedings (2002). Articles>Education>Instructional Design>Online

Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning  

There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning. To help faculty make informed decisions on student learning, there is need for current knowledge of faculty integration practices. Therefore, the purpose of this study was to examine the nature of the relationship between faculty integration of technology into classroom instruction and students' perceptions of the effect of computer technology to improve their learning. A sample of at least 800 undergraduate students at a participating medium-sized midwest public university was selected using a stratified random sampling technique. The researcher delivered and administered the surveys to the participating students and collected them after completion. 98% of the questionnaires were complete and retained for analysis.

Keengwe, Jared. Journal of Information Technology Education (2007). Articles>Education>Online>Assessment

Fair Use and Distance Learning in the Digital Age  

At Wharton Executive Education we use technology to deliver up-to-the-minute information to students on campus and on line. As part of my job as systems coordinator, I set up electronic course material reserves for The Wharton School, University of Pennsylvania's well-known and highly respected executive programs. Most of the programs are campus-based over a few days or a few weeks, but some are distance-education courses that can last several weeks. I also secure permission to store materials and allow access through a secure Web site for the students. However, because we use technology in innovative ways, we sometimes cannot deliver the latest information as quickly as we would like.

Smith, Millison. Journal of Electronic Publishing (2000). Articles>Intellectual Property>Education>Online

FAQs About Your First CBT  

A comprehensive overview of computer-based training for technical communicators new to the subject.

Wokosin, Linda. Intercom (2004). Articles>Education>Instructional Design>Online

Fashioning the Emperor's New Clothes: Emerging Pedagogy and Practices of Turning Wireless Laptops Into Classroom Literacy Stations @SouthernCT.edu  

It seems humans want the best of technology without having to look at it, or what it does, closely. Though wireless technology makes a great pun about how it improves our ability to be "wired," not everyone is laughing. In this collaborative hypertext, four English professors explore their learning curves in a newly created, wireless, laptop-equipped classroom. Our research and writing was guided by these four questions.

Dean, Christopher, Will Hochman, Carra Hood and Robert McEachern. Kairos (2004). Articles>Education>Wireless Web

Focus Groups: Planning the Education of Technical Communicators During the Next Ten Years  

These focus groups continue the dialogue begun in focus groups organized by Ken Rainey and Katherine Staples, Education and Research PIC, at the 1993 annual conference in Dallas. Participants discussed the topic of how partnerships among the Society, business and industry, and colleges and universitates could strengthen academic programs in technical communication, empower the profession, and promote research.

Barnum, Carol M., Saul A. Carliner, JoAnn T. Hackos, Rita Reaves, Stuart A. Selber and Sherry G. Southard. STC Proceedings (1994). Articles>Education>Industry and Academy>STC

Forums for Improving HCI Education

As HCI continues to mature as a discipline, educators face a challenging task. HCI educators need to keep up with the changing definition of HCI, understand what industry is experiencing, and where research is heading. To do this, HCI educators must continue to discuss the discipline and how they teach it.

Sears, Andrew. SIGCHI Bulletin (1997). Articles>Education>Usability

Fostering Dialogue Between Engineers and Technical Communicators  

In order to better prepare engineers for business and industry, the Department of Bioengineering at the University of Michigan is running a three year pilot project. The purpose of this project is to design a seamless course that integrates the engineering and technical communication components. One way that this is being achieved is through interactive learning modules. These modules supplement course lectures. In addition, the process of designing them helps to foster conversation between faculty members—important for uncovering assumptions about teaching, engineering, and communication.

Fraiberg, Steven A. STC Proceedings (2003). Articles>Education>Instructional Design

Four Countries, Four Futures: Tom Klinkowstein's Horizon Projects Workshops

For the past year and half, Tom Klinkowstein has conducted workshops, called Horizon Projects, with design students in four countries using a methodology adapted from John Anderson, a NASA scientist. The workshops lasted from 1/2 a day in New York, to two days in Istanbul, Turkey, three days In Shanghai, China and five days in Mumbai, India.

Klinkowstein, Tom. uiGarden (2005). Articles>Education>Instructional Design>Case Studies

A Framework for Developing Research-Based Curricula in Professional Writing Programs  

For our field, these are times of significant change. Undergraduate and graduate professional writing programs are proliferating across the country. At the same time, our students are moving into anincreasingly broad range of workplace settings. To respond to this reality, we need to establish reliable frameworks for developing curricula that are aligned with the discursive, technical, social, and ethicaldemands our students will face in these settings. We are proposing such a framework -- i.e., a set ofguiding principles -- for designing research-based curricula for professional writing programs. More specifically, we will describe how this framework can be used to orient the empirical research that willallow us to 1) identify the knowledge, abilities, critical awareness, and aspects of identity that ourgraduates will need as practicing professionals and 2) develop curricula that respond to these needs.

Smart, Graham and Nicole Brown. STC Proceedings (1994). Articles>Education>Business Communication

From Analysis to Design: Visual Communication in the Teaching of Writing      

In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.

George, Diana. CCC (2002). Articles>Education>Rhetoric>Visual Rhetoric

From Courseware Cosmetics to Human Cognetics: A Pragmatic, Innovative Pedagogy for Distributed Learning Design and Development  

Commercial courseware management systems efficiently distribute expository instructional shovelware without regarding how adults actually construct knowledge or develop practical skills. Critical, unaddressed instructional problems increasingly face the commercial and academic distributed learning community and require thoughtful, boldly pragmatic instructional design solutions to this salient issue. Alternative, innovative pedagogical approaches more appropriate for 21st century communications technologies need to be systematically explored, developed, validated, and creatively implemented. One promising perspective is to focus emerging technology systems on the design of cognitive learning environments based upon what we know and what we are discovering about how people actually learn, develop performance skills and heuristic competencies, and construct meaningful, transferable knowledge throughout their lifetimes.

Lasnik, Vincent E. STC Proceedings (2003). Articles>Education>Online

From Monologue to Dialog to Chorus: The Place of Instrumental Discourse in English Studies and Technical Communication    

One way to resolve some of the conflict in English studies and technical communication over their diminishing cultural capital is to recognize the place of instrumental discourse in communication studies. Instrumental discourse is individually verified social agreements to coordinate and control physical actions. One purpose of literary works is to voice new concerns about social inequities. A purpose of rhetoric is to persuade others of the validity of those concerns. Instrumental discourse registers agreements about those concerns and brings them to temporary closure in laws, instructions, contracts, and constitutions. Instrumental discourse is the culmination of a process that often begins with a literary monolog, is continued in many rhetorical dialogs, and ends, for a while, in a chorus of approval. Each phase of this communication process--monolog, dialog, and chorus--has a place in English studies. If more English studies faculty would recognize the need to study the communications that promote dissensus and consensus, then they might contribute more to global discussions about social justice, cooperation, and sustainability, and they might gain more cultural capital and social influence.

Moore, Patrick. Journal of Technical Writing and Communication (2006). Articles>Education>TC>Workplace

From Page to Stage: How Theories of Genre and Situated Learning Help Introduce Engineering Students to Discipline-Specific Communication      

This article describes a discipline-specific communication course for engineering students offered by a Canadian university. The pedagogy of this course is based on North American theories of genre and theories of situated learning. In keeping with these theories, the course provides a context in which students acquire rhetorical skills and strategies necessary to integrate into a discipline-specific discourse community. The authors argue that such a pedagogical approach can be used to design communication courses tailored to the needs of any discipline if the following three key conditions are met: assignments are connected to subject matter courses, a dialogic environment is provided, and the nature of assignments allows students to build on their learning experiences in the course.

Artemeva, Natasha, Susan Logie and Jennie St-Martin. Technical Communication Quarterly (1999). Articles>Education>Engineering>Writing

From Writer to Trainer: Designing an Effective Technical Training Class  

You spend six months working side by side with the designers and engineers, learning every nuance of the new system. You then spend another six months writing a complete set of training and reference manuals. Face it, you know this system inside and out. So it should come as no surprise when your boss decides you are the perfect person to conduct the training class.

Michaels, Dana. STC Proceedings (1995). Articles>Education>Instructional Design>Software

Functionalism in TC Training

Analyses of users, functions, situations, risks and cost/benefit, together with functional testing which guarantees that needs are met, provide the basis for the real-life projects which the students of technical communication perform at Karlstad University in Sweden. Tutor support throughout is vital. This article gives examples of such projects from the latest academic year. They show that the students can often demonstrate that technical information is highly worthwhile, as is the value of having a holistic approach to the tasks.

Andersson, Ulf-L. TC-FORUM (2001). Articles>Education

Gauging the Value of Online Grade Posting: An Inquiry into Full Disclosure  

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.

Knievel, Michael. Kairos (2001). Articles>Education>Instructional Design>Online

A Gendered World: Students and Instructional Technologies  

Gender has become a significant issue in the various discussions related to the use of computers and instructional technologies (IT) in higher education. Are gender differences relevant in the students' learning process and their use of technological components in their courses? Is gender significant in determining the use of IT by students in colleges and universities? Does the study of how gender influences students' use of software and presentation formats, throw light on other general behavioural aspects of academic computer-users? This study uses surveys, both direct and online, of students in universities and colleges to explore whether gender is a critical variable in understanding what is labelled as user-friendly computer instruction and learning, Internet searches, and presentation software tools. It also seeks to explore whether and if so why, women students, as distinct from the men, do or do not embrace IT in their learning endeavors or use the new technological tools in handling their courses.

Rajagopal, Indhu and Nis Bojin. First Monday (2003). Articles>Education>Instructional Design>Gender

The Genre System of the Harvard Case Method    

Focusing on the case write-up within the Harvard case method of instruction, this study provides historical and empirical evidence for the theory of genre systems. The Harvard case literature and interviews at a case-based business school in the Harvard tradition show that the purpose of this largely ignored written genre is to prepare students to participate in the primary genre, oral classroom discussion of the case. The case genre system provides highly conventionalized conductor-choreographer roles for instructors and blunt, detached consultant roles for student writers/speakers who repeatedly enact decisive, adversarial personae affirming practices and values of the business school.

Forman, Janis and Jone Rymer. Journal of Business and Technical Communication (1999). Articles>Education>Business Communication

Genre Theory, Engineering Education, and Circumventing Internet Bandwidth Problems  

A growing body of empirical research has implied that media seem to make little difference in education. In contrast, in the article “Distance Education Horror Stories Worthy of Halloween,” David Hailey, et al. argue that Internet-based education can be dangerous to the point that it can “sometimes threaten a teacher's career.” Although this might seem troublesome for researchers who maintain that media make no difference, we believe that it points to a different issue. The problems we found stem from genre rather than media choices. The point in this paper is that while media choices may matter little, genre choices are critical – substituting an essay for a lecture or an instruction set for a demonstration can have pedagogical consequences that can improve or disrupt learning.

Hailey, David E. and Christine E. Hailey. Frontiers in Education (2002). Articles>Education>Online

German Academic Programs In Technical Communication    

While research in international technical communication has flourished during the last 10 years, there has been little published on technical communication programs outside the United States. This article addresses this need by describing 12 representative academic technical communication programs in Germany, including Germany's first master's degree program. While there are no statistics on the number of technical communicators working in Germany, tekom (Gesellschaft für technische Kommunikation), the German professional society for technical communication, estimates roughly 4,400 members. While German academic programs in technical communication share many features with their counterparts in the United States, German academic programs do stress internships, foreign language study, and study abroad exchange programs more than technical communication programs in the United States.

Smith, Herb J. Journal of Technical Writing and Communication (2004). Articles>Education>Regional>Germany

Global E-Quality: Rethinking ICTs in Africa, Asia and Latin America

Overview of the Internet in Latin America, Report with qualitative and quantitative results, conclusions and recommendations on the uses of Internet by academics in Brazil and Chile. This report is part of a project that includes similar research in Africa and Asia, for comparative results. The reports were presented in the March 2002 international conference Re-thinking ICTs; the new Global E-Quality network on ICTs and knowledge era will continue the research activities in 2003.

Diocaretz, Myriam. Infonomics Online (2002). Articles>Internet>Education

Global Perspectives 2001: An Interdisciplinary Course that Prepares Students for Issues Related to Power and Communication in the 21st Century  

Global Perspectives 2001 was an interdisciplinary course that introduced students to global issues both from the perspective of power relationships and through an understanding of intercultural communication. The course assignments required students to do field research, use technology, and work as part of teams. Students learned to think critically about key global issues. The team project required students to do extensive research using technology, interviews, and other types of field research in addition to more traditional library research. Collaboration with any other discipline can help students see the broader implications of what they learn in technical communication courses.

Flammia, Madelyn. STC Proceedings (2001). Articles>Education>International