ABSTRACT
In the previous chapters, we reviewed the history of distance learning and the theoretical underpinnings of writing instruction in distributed environments. We now turn to research that complements history and theory. Our goal in this chapter is to create a dialogue across several studies in order to produce a fuller picture of effective distance pedagogy. These studies lead us to claim that distributed environments provide opportunities to reunite writing with learning in at least three ways. First, and paradoxically, the very separation of students from faculty in distributed delivery systems creates an opportunity to use writing to form relationships. E-mail is a prime example; distance students establish written connections with their classmates and instructors via informal e-mails. Second, the training needed for faculty to transition to distance learning creates an opportunity for a renewed emphasis on writing across the curriculum (WAC) and writing in the disciplines (WID). Courseware components, such as instant messaging, discussion groups, and electronic file exchanges, ease the implementation of WAC and WID into distance courses because they depend primarily on writing. One-minute papers and end-of-class questions formerly submitted on 3” × 5” cards can now be uploaded to a discussion board for quick access. Third, e-learning technologies provide additional means for students to write and “talk” themselves into a disciplinary community. Electronic discussion boards, for example, allow students to read their classmates’ questions or responses and to observe the thinking of other people preparing to enter a discipline. Student texts
previously reserved for the teacher’s eyes only and comments previously reserved for office conferences can be seen and heard by everyone in the class. Although WAC strategies need to be modified to make the best use of available technology, and teachers must consider the benefits of public versus private exchanges of texts, distributed learning does not preclude WAC. In fact, distributed learning creates demands for more teaching techniques that resemble WAC or WID strategies. The trick is how to implement these techniques in the most appropriate and effective ways for distributed learning environments.
