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Date of Award

2-4-2015

Document Type

Thesis and Dissertation-ISU Access Only

Degree Name

Doctor of Philosophy (PhD)

Department

Department of English: English Studies

First Advisor

Cheryl E. Ball

Abstract

When teachers initially face the task of teaching online, they rely on what they know best: how to teach in a face-to-face (f2f) domain. Beth Hewett et al. discovered that online writing teachers often migrate f2f teaching practices and materials to the online domain ("Initial Report"). While the pedagogy for writing instruction should remain consistent across domains, in this dissertation, I argue that an online teacher should reconsider the act of migration. I explore the consequences that migration can have on students - affecting their ability to form relationships with others, including the teacher, and their potential to learn within the course. Through an investigation into such aspects of online teaching as a teacher's presence and teaching genres created for specific use in the online domain, I theorize that an online teacher's design decisions can create an online course environment where students may struggle to learn, due to the teacher's reliance on face-to-face (f2f) teaching knowledge and their migration of those f2f practices to the online domain. By recognizing the need for teaching materials and practices that are designed specifically for the online domain, online teachers may be able to more effectively communicate and teach online.

Comments

Imported from ProQuest Dockter_ilstu_0092E_10423.pdf

Page Count

200

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