Re

Ways we contribute: Students, instructors, and pedagogies in the computer-mediated writing classroom

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

This article uses situated evaluation to study synchronous and asynchronous computer-mediated communication (CMC) in a required graduate seminar in composition studies. The findings show that CMC in itself does not change classroom practices; instead, CMC must be viewed in connection with the goals of the institution, instructors, and students. Analysis also indicates that CMC does not necessarily encourage equal participation. On the contrary, it can increase conflict and lead to tensions on- and offline. The article goes on to recommend a pedagogy that not only allows for conflict resolution but uses dissent to critique conformity and homogeneity in the classroom.

Original languageEnglish (US)
Pages (from-to)61-78
Number of pages18
JournalComputers and Composition
Volume12
Issue number1
DOIs
StatePublished - 1995
Externally publishedYes

Fingerprint

computer-mediated communication
instructor
Students
classroom
Communication
student
Technical presentations
conflict resolution
conformity
graduate
participation
Computer-mediated Communication
Instructor
Chemical analysis
evaluation

Keywords

  • asynchronous electronic communication authority classroom practices computer-mediated communication conflict resolution dissent electronic communicatio

ASJC Scopus subject areas

  • Language and Linguistics
  • Computer Science(all)
  • Education
  • Linguistics and Language

Cite this

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