remediation, online education, hybrid learning, blended learning, composition
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.
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Doctor of Philosophy (Ph.D.)
College of Arts and Humanities
Texts and Technology
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Middlebrook, Rebecca, "Pedagogical Re-mediation In Hybrid Courses: A Case Study Of Five First-year Composition Instructors" (2009). Electronic Theses and Dissertations. 3895.
Restricted to the UCF community until November 2009; it will then be open access.