Hewett & Powers, "Guest Editors' Introduction: Online Teaching and Learning"
Hewett, Beth L., and Christa Ehmann Powers. “Guest Editors’ Introduction: Online Teaching
and Learning: Preparation, Development, and Organizational Communication.” Technical Communication Quarterly, vol. 16, no. 1, 2007, pp. 1-11.
This text is an introduction to the original special issue of Technical Communication Quarterly focusing on preparation and development strategies for online teaching and learning. Hewett and Powers argue that understanding how to teach online involves more than just learning a new technology, it also involves a considerable understanding of how students respond to and learn in online settings. To that end, they advocate for a better conceptualization of professional development and instructional mentorship in online environments. Ultimately, they position the special collection as a starting place for a continued discussion of teaching and learning online and the professional development associated with it. This introduction not only starts the conversation that they intend, but also they identify gaps in the fields of technical communication, rhetoric and composition, and writing studies as it relates to online teaching and learning. In the subsequent special issue published ten years later, many of these gaps still exist--especially as they relate to training and professional development. However, more voices are participating in the discussion than in the original special issue.
and Learning: Preparation, Development, and Organizational Communication.” Technical Communication Quarterly, vol. 16, no. 1, 2007, pp. 1-11.
This text is an introduction to the original special issue of Technical Communication Quarterly focusing on preparation and development strategies for online teaching and learning. Hewett and Powers argue that understanding how to teach online involves more than just learning a new technology, it also involves a considerable understanding of how students respond to and learn in online settings. To that end, they advocate for a better conceptualization of professional development and instructional mentorship in online environments. Ultimately, they position the special collection as a starting place for a continued discussion of teaching and learning online and the professional development associated with it. This introduction not only starts the conversation that they intend, but also they identify gaps in the fields of technical communication, rhetoric and composition, and writing studies as it relates to online teaching and learning. In the subsequent special issue published ten years later, many of these gaps still exist--especially as they relate to training and professional development. However, more voices are participating in the discussion than in the original special issue.
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