ABSTRACT

In "Online Education: Global Questions, Local Answers", 24 college educators focus on the most important questions to be addressed by all scholar-teachers and administrators committed to developing high-quality online education programs. We describe these questions as "global" because they transcend the particular situations of individual institutions. They are questions that everyone involved in online education needs to address: What are the issues to consider when first developing and then sustaining an online education program? How do we create interactive, pedagogically sound online courses and classroom communities? How should we monitor and assess the quality of online courses and programs? And how should recent developments and innovations in online education cause us to reexamine our roles and responsibilities as educators in technical communication?While these global questions affect all of us in one way or another, they demand different local answers, such as those presented by the contributors to this text. Readers will need to consider which of these local answers might apply to their own situations and how these answers might need to be adapted to reflect the particular needs of their own institutions.

chapter |12 pages

Introduction

ByKeith Grant-Davie, Kelli Cargile Cook

section Section 1|73 pages

How Do We Create and Sustain Online Programs and Courses?

chapter Chapter 1|15 pages

Applying Technical Communication Theory to the Design of Online Education

ByMarjorie T. Davis

chapter Chapter 2|18 pages

Students in the Online Technical Communication Classroom

ByAngela Eaton

chapter Chapter 3|18 pages

An Argument for Pedagogy-Driven Online Education

ByKelli Cargile Cook

section Section 2|104 pages

How Do We Create Interactive, Pedagogically Sound Online Courses and Classroom Communities?

chapter Chapter 5|11 pages

Changing Roles for Online Teachers of Technical Communication

ByNancy W. Coppola

chapter Chapter 6|22 pages

Teaching Well Online with Instructional and Procedural Scaffolding

ByHelen M. Grady, Marjorie T. Davis

chapter Chapter 7|17 pages

Mind the Gap(s): Modeling Space in Online Education

ByLocke Carter, Rebecca Rickly

chapter Chapter 8|16 pages

Enhancing Online Collaboration: Virtual Peer Review in the Writing Classroom*

ByLee-Ann Kastman Breuch

chapter Chapter 10|14 pages

Paralogy and Online Pedagogy

ByMark Zachry

section Section 3|74 pages

How Should We Monitor and Assess the Quality of Online Courses and Programs?

chapter Chapter 11|13 pages

Students’ Technological Difficulties in Using Web-Based Learning Environments

ByPhilip Rubens, Sherry Southard

chapter Chapter 14|16 pages

Online Course and Instructor Evaluations

ByKelli Cargile Cook, Keith Grant-Davie

section Section 4|54 pages

How is Online Education Challenging Our Assumptions?

chapter Chapter 16|17 pages

The Global Classroom Project: Troublemaking and Troubleshooting

ByTyAnna Herrington, Yuri Tretyakov

chapter Chapter 17|16 pages

Knowledge Politics: Open Sourcing Education

ByBrenton Faber, Johndan Johnson-Eilola

chapter Chapter 18|18 pages

Extreme Pedagogies: When Technical Communication Vaults Institutional Barriers

ByBillie J. Wahlstrom, Linda S. Clemens