You are here

PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS

Download pdf | Full Screen View

Date Issued:
2009
Abstract/Description:
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.
Title: PEDAGOGICAL RE-MEDIATION IN HYBRID COURSES: A CASE STUDY OF FIVE FIRST-YEAR COMPOSITION INSTRUCTORS.
19 views
13 downloads
Name(s): Middlebrook, Rebecca, Author
Wallace, David, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFE0002881 (IID), ucf:48040 (fedora)
Note(s): 2009-12-01
Ph.D.
Arts and Humanities, Department of English
Doctorate
This record was generated from author submitted information.
Subject(s): remediation
online education
hybrid learning
blended learning
composition
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002881
Restrictions on Access: private 2009-11-01
Host Institution: UCF

In Collections