#14654
Is Distance Education for You? 
Cooke discusses the benefits and drawbacks of distance education.
Cooke, Lynne. Intercom (2000). Articles>Education>Online
#18478
Learner Access in the Virtual Classroom: The Ethics of Assessing Online Learning 
Web-based instruction is often valued because of the way hypertext and dynamic visual media may enhance course content. The advantages of virtual space are framed in terms of 'access' - access to broader dimensions of ideas, access to academic and non-academic databases and information, access to diverse learning communities.
LaFond, Larry. Kairos (2003). Articles>Education>Instructional Design>Online
#30263
Looking Toward the Electronic Future in the Classroom
The electronic tools available in the technical communication classroom have increased in number and sophistication over the last decade. Our three panelists examine the implications to the classroom of virtual reality, E-mail, and 'the information superhighway.'
Glover, Kyle S. STC Proceedings (1995). Articles>Education>TC>Online
#23731
Making Decisions about Distance Education: Organizational and Individual Perspectives
Decisions about distance education, whether from the perspectives of academic or corporate organizations, are often made on the basis of economical, pedagogical, and psychological perspectives. Decisions are also made by potential distance learning students. Distance learning delivery organizations often include student self-surveys in their initial online promotional materials. This metaanalysis of several student distance learning 'readiness' surveys identifies their major common elements, and it offers a checklist of topics to include in distance learning student 'readiness' surveys. Finally, recommendations are offered concerning the ethical and research dimensions of the decision-making required for effective distance education delivery.
Shirk, Henrietta Nickels. STC Proceedings (2003). Articles>Education>Online>Assessment
#21888
Students with disabilities are increasingly placed in inclusive classrooms where they learn alongside their peers. This poses a challenge to teachers and students because instructional materials may not be available in a form that is accessible to the disabled student. Inaccessible materials stigmatize students with disabilities by preventing them from using the same materials as their peers and can limit their educational opportunities. As technology becomes more prevalent in classrooms, students with disabilities face even more challenges in keeping pace with their classmates.
Freed, Geoff, Madeleine Rothberg and Tom Wlodkowski. WGBH (2003). Articles>Education>Instructional Design>Online
#19962
Making the Grade, or How to Upgrade an Online Class
Because online technical communication classes, as well as classes with several online components, are no longer a novelty, teachers must plan coursework and technology use to better meet students’ needs. To improve my online teaching methods and plan future courses, I follow these guidelines: 1. Prepare students to use e-mail efficiently; 2. Prepare students to use the class chat room for meetings, office hours, and required discussions; 3. Maintain a flexible assignment schedule while enforcing the final deadline; 4. Help students gain access to computers; 5. Develop pleasant working relationships with technical support personnel; and 6. Develop course information for students with different learning styles.
Porter, Lynnette R. STC Proceedings (2001). Articles>Education>Instructional Design>Online
#24853
Managing and Teaching in an Electronic Classroom: Oklahoma State's Experience
The computer has been called the single most important invention since Gutenberg introduced movable type and the printing press in the fifteenth century. 'Computers have changed the way we perform scientific research, conduct business, create art, and spend our leisure time.' They have also changed the way we train students for the workplace.
Rudin, Judy E. STC Proceedings (1995). Articles>Education>Online
#20355
Mapping the Expanding Landscape of Usability: The Case of Distributed Education 
As the environments in which we use technology become more complex and more diverse, we need to extend and expand our notion of usability to include a broad spectrum of users and user activities. We take as an example the case of Rensselaer Polytechnic Institute's distributed education program for human-computer interaction (HCI). While HCI is the subject matter for the courses, the courses themselves present a challenging case study in HCI usability.
Grice, Roger A. and William Hart-Davidson. Journal of Computer Documentation (2002). Articles>Usability>Education>Online
#26573
Meeting the Challenges of Grading Online Business Communication Assignments
Marking and grading assignments submitted in an online environment require the use of different methods than the traditional on-campus counterpart. The best method to accomplish this marking and grading depends on personal preference and the accessibility of various hardware and software choices. These choices include printing and hand marking papers, using word processing software, Adobe Acrobat software, or specialty software designed specifically for marking writing assignments. Each of the choices has advantages and disadvantages.
Jennings, Susan Evans and Melane Z. McCuller. Association for Business Communication (2004). Articles>Education>Online
#25406
A Model of Web Based Design for Learning 
Reviews a model that serves as a framework for the design of web-based learning environments. The model consists of seven basic components: directionality, usability, consistency, interactivity, multi-modality, adaptability, and accountability. We propose that effective design begins with a clear delineation of the intended audience, usage context, and learning goals and that all further design occurs within the context of these factors (i.e., directionality). The design factors themselves can be seen as representing the fundamental contrasting goals of simplicity (usability and consistency) and complexity (interactivity, multi-modality, and adaptability). We propose that effective design consists of the proper balance of simplicity and complexity. We also introduce a method we refer to as “progressive complexity”, which is one potential method of achieving such a balance effectively, by offering the user a systematic set of options. Finally, design should include an evaluation component (accountability), which should in turn impact design modification via feedback. Evaluation, within this model, consists of learner variables, experimental methodology, outcomes, and measures. We review research that relates to the components of the framework, and also pose recommendations for development.
Hall, Richard H., Steve E. Watkins and Vicky M. Eller. University of Missouri-Rolla (2003). Articles>Education>Online
#13897
Moving Instruction to the Web: Writing as Multi-Tasking
This study evaluates the effectiveness of presenting Web-based assignments within the technical communication service course. Current research on using the World Wide Web (Web) and Internet as a teaching resource investigates online writing courses, Distance Education (DE), and hypertext authoring. The literature indicates good reasons for moving instruction to the Web, but there is little description of why this migration is needed in terms of the kinds of learning achieved through Web-based writing, nor is there much specific discussion of what type of useful instructional space can be built with the Web. This study is intended to provide support for centering more instruction within the environment of the Web. This article describes a study using a Web site designed for technical communication instruction. It defines the types of learning students experienced when using the site and presents samples of student work representing a wide range of skill development, both traditional and digital, that support moving instruction to the Web in immediately useful ways.
Kramer, Robert and Stephen A. Bernhardt. Technical Communication Quarterly (1999). Articles>Education>Instructional Design>Online
#18770
Needle - Haystack + You: How Undergraduates Search and Use the Internet
This paper considers the current trends in information literacy in higher education and presents some of the results of a survey of in-coming college freshmen that sought to measure their information literacy in the area of Internet use. The twenty-question survey gathered responses from 1,184 students in a total population of 2,345. The data sought to determine students’ patterns of Internet use, their attitudes toward the reliability of information that they found via the Internet, and their competencies in structuring an Internet search and evaluating the data retrieved. The complete results and their implications are still being analyzed. Preliminary data analysis demonstrates that although many students self-report that they are advanced in their Internet expertise, they could benefit from systematic and cumulative information literacy instruction and be tutored in the important difference between research in a traditional library and research on the Internet.
Stern, Caroline M. STC Proceedings (2002). Articles>Education>Search>Online
#25861
The course Web site is a critical mediator between the instructor and students in online classes. This requires a shift in how instructors think of their presence and influence on the classroom. This essay, based on the author’s personal experience in designing and teaching online, argues that the design of the course Web site needs to carefully reflect the passions and pedagogical philosophy that drive the instructor. It is also an argument against one–size–fits–all approaches to online course design as instantiated in most course management systems.
Mishra, Punya. First Monday (2005). Articles>Education>Online
#23166
This article examines many surprising problems that arise in the process of distance education using the Internet and describes ways in which instructors and administrators can solve these problems. The information in the article is based largely on the experience of educators at Utah State University who have been exploring distance education for the past six years by teaching a wide range of online courses via the Internet. As a result of this varied online teaching, we have encountered a broad spectrum of challenges to which we have tried to respond and from which we have tried to learn. The solutions described are generalizable to other programs using online delivery for instruction.
Hailey, David E., Keith Grant-Davie, Christine A. Hult. Computers and Composition (2001). Articles>Education>Online>Collaboration
#22735
Online Ins and Outs: How E-learning Works
Online classrooms are the way of the future, and rather than discussing the benefits and drawbacks of e-learning, let’s look at how e-learning works on two of the top e-learning environments running today.
Haugh, Donald. Techniques (2003). Articles>Education>Online
#22733
Online learning, a new phenomenon in Chinese education, is developing at an unimaginable pace. According to China Internet Information Center’s (CNNIC) survey in June this year, there were 68,000,000 Internet users. Statistics also show that there were 59,100,000 more users compared with the first half of the year. Eighty-four percent of the users were between 18 to 40 years old, the ages for continuing education (China Internet Network Information, 2003). The survey indicated that taking online courses is one of the most important purposes of the users. The development of online learning in China has three tendencies: student-centeredness, more involvement in the nation’s education system, and collaborative effort by prestigious universities.
Dong, Qiumin. Techniques (2003). Articles>Education>Online>China
#22737
Online or Face-to-Face: A Survey of Student Preferences
Although COMS 101 is officially a face-to-face course, I duplicate so much of the course online that it is more like a hybrid course. A hybrid course is between a traditional lecture course and a completely online course in terms of the percentage of class time conducted online. Theoretically, my students learn in our scheduled lectures, but in reality, about one-third of the class requirements are accomplished with little or no instruction from an in-person teacher. This is not so much due to the online content, but instead to the requirement of learning software applications without benefit of a scheduled lab session.
Lindberg, Martha. Techniques (2003). Articles>Education>Online
#31358
Online Teaching Opportunities for Technical Communicators
Supplement your income and provide students with real-world knowledge and experience. Learn what kinds of online teaching opportunities are out there for technical communicators.
Petit, Angela. Intercom (2008). Articles>Education>TC>Online
#23028
Online Tools for Online Writing Teachers
When you teach online technical writing courses (where the primary method of communication is e-mail and where class materials are mailable through various Internet facilities), you face a number of challenges. Teaching writing courses online can be time-consuming -- not what we want in such a labor-intensive field of instruction. This paper reviews a number of software tools that can reduce these problems and add advan-tages not normally available in the conventional face- to-face classroom. (Omitted here is discussion of common Internet tools such as lTP, telnet, vi and other such facilities.)
McMurrey, David A. STC Proceedings (1996). Articles>Education>Online
#10135
Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Cognition
Mary B. Shoffner, Marshall Jones, and Stephen W. Harmon survey a broad range of educational technologies, including those mechanical and those philosophical, and conclude that it is the underlying pedagogical philosophy, and not the delivery mechanism, that most affects what students learn.
Shoffner, Mary B., Marshall Jones and Stephen W. Harmon. Journal of Electronic Publishing (2001). Articles>Education>Instructional Design>Online
#22225
Review: Preparing Learners for e-Learning
Finally, give this book to the CEO who blithely assumes that the corporation can simply replace classroom learning with e-learning without missing a beat. This book goes a long way toward dampening the hype surrounding online education by acknowledging that e-learning requires a shift in organizational priorities, teacher and learner attitudes, and ways of operating.
Kitalong, Karla Saari. Technical Communication Online (2004). Articles>Reviews>Education>Online
#21825
Providing a Backbone for an Online Master's Program in Technical Communication
Classrooms without walls. Textbooks without pages. Thinking outside the box. These are the hip phrases that describe contemporary e-learning. What is it, then, that provides structure, cohesion, and foundation for distance learning degree programs in technical and scientific communication?
Coppola, Nancy W. CPTSC Proceedings (2001). Articles>Education>Online
#22219
Publications on On-Line Collaboration and Educational Technology
On-line collaboration enriches the educational experience, especially if instructors use software environments that support group-generated projects, products, case studies, and other kinds of academic deliverables. Such activities are not supported well by the standard 'threaded topic' discussion formats of e-mail and message-based conferencing systems.
Klemm, William. Texas A and M University (1998). Articles>Education>Collaboration>Online
#18905
Putting A College Course Online: A Development Log
The high dropout rate for many online college courses is due in part to a failure to adapt teaching materials and methods to the medium and to user needs. The author joined an intensive instructional design project and developed an online college course using WebCT with courseware development software. Constructivist pedagogy and today’s instructional technology are a good match, giving online instructors the conceptual and practical tools they need to construct a rich learning environment. The emphasis on user analysis and meeting users at the point of need inherent in technical communication is also vital to the success of online learning.
Pringle, Mary Margaret. STC Proceedings (2002). Articles>Education>Instructional Design>Online
#29876
Re-Thinking Assessment: Assessment Measures for Online Writing Classrooms
Because of the increase of fully online courses within the University setting, educators need to look more deeply at the teacher and student readiness and success in these environments. Assessment measures, such as self-assessments of technological comfort and online-specific course evaluations can assist with this examination. I will focus this discussion on observations and collection of interview data at Bowling Green State University using second semester fully online writing courses.
Monske, Elizabeth A. STC Proceedings (2004). Articles>Education>Online>Assessment
