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Transitioning into the fully online writing course: A pilot study

, Bowling Green State University, United States

Bowling Green State University . Awarded



This dissertation involves a pilot study that created case studies revolving around the two Instructors from two fully online second semester writing courses and three student participants. Instructors and students completed interviews as well as pre and post-semester surveys about technological comforts and literacies, experiences and reflections about online courses, and writing processes. The exigency for this project developed from the lack of discipline-specific (rhetoric and composition as well as computers and composition) research dealing with fully online classroom issues, including assessment, and the need for more exploration of fully online pedagogical approaches, as well as teacher and student preparation. Originally choosing to focus on assessment issues, the number of participants and data collected necessitated a change in the approach of the project. Still, two questions were asked: (1) What intrinsic and extrinsic factors affect the choices and effectiveness of assessments in English writing courses offered through online environments? For instance, these intrinsic and extrinsic factors could be student as well as instructor personalities, motivations, curricular restrictions, and aptitude for technology dealing with the online environment. (2) How well do traditional pedagogies and assessments transfer into an online learning environment? I found the following factors affected instructors throughout the semester: motivation, experience online, curricular constraints, ideas of what assessments are, and reflection opportunities. For students, many of the same factors that affected instructors also affected students, such as motivation, experience, and reflection opportunities; however, in two students case, their writing processes changed throughout the course of the semester and affected how well the final assessment worked for them. For the effectiveness of traditional pedagogies in a non-traditional environment, it depends on the instructor and their current methods. However, the majority of assessments for this course need to be reevaluated. Within this discussion, pedagogical implications are discussed dealing with course evaluations, portfolio assessments, online communication, teacher preparation and possible teacher assessment.


Monske, E.A. Transitioning into the fully online writing course: A pilot study. Ph.D. thesis, Bowling Green State University. Retrieved May 25, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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