Examining the rhetoric of online discourse toward the formation of a grounded curriculum in online instruction /

by Nowocin, Laura.

Abstract (Summary)
Dr. Kristine Blair, Chair Dr. Julia Matuga, Co-Chair The mainstreaming of distance learning and other online technologies into university curricula has occurred in concordance with advancements in technical devices and software, and many technical support programs and related Websites have arisen to make these novelties more accessible and more user-friendly to both designers and implementers of such. The field of online studies has consequently expanded dramatically to account for the influence of online technology into the more ‘traditional’ arena of textual studies, as [multi]media literacy is quickly becoming an integral component of curricula modified to incorporate online technology into writing and research processes. This analysis reviews key studies in the field that report common ‘technical difficulties’ encountered by many instructors as they initially implement online technology into their curriculum and attempts to compare these problems with similar implementations that were more successful or that resulted in discovery of useful response and instructional strategies that may counteract or prevent such difficulties in future or similar curriculum modifications. In conjunction with the pedagogical and developmental theories of noted psychologists and educational theorists John Dewey, Jean Piaget, Lev Vygotsky, and Albert Bandura, this analysis further examines the program design of five common online technologies [potentially] utilized in university-level technology-based classes: Online Discourse iii course Web shells represented by the platform BlackboardTM, multi-user domain (MUD) environments represented by LinguaMOOTM, Weblogs (blogs) as maintained on public forums, personal data/file player devices represented by Apple’s iPod TM, and email (as maintained through personal or university accounts/servers). With this analysis, ten final guidelines that emphasize multimedia literacy and cognitive/pedagogical value are offered as considerations for curriculum designers implementing [new] technology into their instruction. Online Discourse iv
Bibliographical Information:


School:Bowling Green State University

School Location:USA - Ohio

Source Type:Master's Thesis

Keywords:distance education


Date of Publication:

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