{"id":6054,"date":"2004-04-03T15:15:39","date_gmt":"2004-04-03T15:15:39","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/04\/03\/piping-up-down\/"},"modified":"2004-04-03T15:15:39","modified_gmt":"2004-04-03T15:15:39","slug":"piping-up-down","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/04\/03\/piping-up-down\/","title":{"rendered":"Piping Up, Down Again"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

I don’t know if it’s narrowly<\/i> analogous to my experience developing and teaching online courses since the fall of ’01, but the technophilic pied piper of computer-mediated distance ed–who
\nfluted for distance initiatives through glowing positivisms–in the late 90’s, has yielded to
\na symphony of vastly more critical, responsible pedagogies, mindful of the barbs
\ndescribed in Hara
\nand Kling’s article<\/a>.  Computer-mediated distance ed programs have grown
\nup in the five years since the article was published; they’ve been (and continue
\nto be) shaped by theoretical currents in technology and media, by laborious,
\nongoing revisions guided by new experiences and best practices.  They
\ncontinue to take seriously the frustrations expressed by students–frustrations
\nabout tech speed, about confusing explanations of assignments, about feedback
\ntime and engagement.  And attrition rates continue to be a question–or,
\nperhaps, only part of a broader question about what’s bound up in the pursuit of
\nexcellence, the sort of excellence that lives on tireless exertion, dialectic
\nreflection and conversation on ways to make the programs better.  A recent
\nfaculty survey where I teach asked instructors, "why do students withdraw
\nfrom your online courses?"  My responses were speculative; the knowledgeable
\nanswers are harder to produce than a summary of the rants and rumblings of
\nstudents who endured the term of study then posted wry comments on the
\ninstructor evaluation form.  So many of our distance learning students are
\nfull-time military who work and travel, who have families and heaps of other commitments;
\nthey tend to be realistic about their workloads and planned TDY<\/a> excursions, and,
\nwhen confronted with an unusually rigorous stint in composition or the
\nintroductory humanities survey, I think many students opt out because the
\npromises made in the syllabus are clear–perhaps daunting.  By what other
\nterms can eight-week online course work?<\/p>\n

I brought this back to my blog rather than commenting over at Palimpsest<\/a> and
\n
\nDennis Jerz’s Literacy Weblog<\/a> because I often get the feeling that I have my head in the
\nsand about ways that computer-mediated distance education is done<\/i> at other
\ninstitutions.  I honestly don’t know much about how it works
\nelsewhere.  When the subject of computer-mediated distance learning comes
\nup, I falter, succumb to my doubts about all that I don’t know about how it’s
\nhandled anywhere else. (are you on Blackboad? WebCT? VCampus? hybrid or mixed-mode?
\nmeeting in person occasionally or always via computer? supplemented by video or
\nlive chat? are your face-to-face curricula migrated for online delivery for
\noutcomes comparisons? vice versa?  are faculty who teach online also
\nrequired to teach on in bricks-n-mortar spaces? must instructors encode (HTML
\nthe content) their own courses? are the courses peer reviewed? how is faculty
\ntraining and mentoring handled?).  <\/p>\n

I’ve given half a thought to starting a blog for distance ed instructors in
\ncomp\/rhet, including the 15 or so instructors who teach the classes I’m familiar
\nwith.  And perhaps it would work better if it was wide open to instructors
\nfrom various institutions, except that cross-talk can be tougher to negotiate
\nwhen we set out from considerably inconstant curricular and ideological frames.  But to the extent
\ninstructors are geographically spread out; I wonder how widely they are
\npedagogically spread out, too–to what degree my sense of best practices jibes
\nwith my peers’ understandings of best practices in computer-mediated distance
\ned (esp. as it ties to essayism, close reading, discourse analysis).  What better way to reconcile it than by a blog–a blog for overlaps in computer mediated distance ed and on-site ed folded together under tech\/comp\/rhet. Anyone know of a listserv or other forum where this is already going on? <\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>I don’t know if it’s narrowly analogous to my experience developing and teaching online courses since the fall of ’01, but the technophilic pied piper of computer-mediated distance ed–who fluted for distance initiatives through glowing positivisms–in the late 90’s, has yielded to a symphony of vastly more critical, responsible pedagogies, mindful of the barbs described…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[16],"tags":[],"class_list":["post-6054","post","type-post","status-publish","format-standard","hentry","category-distances"],"yoast_head":"\nPiping Up, Down Again - 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