Keywords

remediation, online education, hybrid learning, blended learning, composition

Abstract

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors have taken on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for the this new teaching and learning environment. This study takes on the task of examining re-mediation as it occurs in the pedagogical practices used by instructors to facilitate peer review activities in hybrid, first-year composition courses. At the same time, it is important to understand the varying factors that may influence the degree to which instructors re-mediate their pedagogy for this hybrid environment. This study also uncovers four factors that appeared to influence the degree to which the instructors re-mediated their pedagogical practices over the course of the semester in which this study was conducted. Results from this study will contribute to the field by serving as a guide to instructors and administrators who will teach and design hybrid composition courses or curricula in the future.

Notes

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Graduation Date

2009

Advisor

Wallace, David

Degree

Doctor of Philosophy (Ph.D.)

College

College of Arts and Humanities

Department

English

Degree Program

Texts and Technology

Format

application/pdf

Identifier

CFE0002881

URL

http://purl.fcla.edu/fcla/etd/CFE0002881

Language

English

Release Date

November 2009

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Restricted to the UCF community until November 2009; it will then be open access.

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