Hewett & Bourelle, "Online Teaching and Learning in Technical Communication"
Hewett, Beth L., and Tiffany Bourelle. “Online Teaching and Learning in Technical
Communication: Continuing the Conversation.” Technical Communication Quarterly, vol. 26, no. 3, 2017, pp. 217-222.
This text is an introduction to a special issue of Technical Communication Quarterly focusing on the teaching and administration of online education for rhetoric and technical communication. This issue serves as a continuation of a conversation begun in an issue ten years ago on the same subject, and it provides important updates on relevant practices in online education for technical writing and communication. Hewett and Bourelle situate the special issue within current conversations about online writing instruction, including the need for specialized instructor education. Accordingly, this special issue offers insights into the training and teaching of online technical and professional communication courses and provides strategies for instructors and administrators to apply. Hewett and Bourelle explain that online writing instructors need new instructional approaches keyed to teaching in online environments with online media; a reliance on conventional pedagogical strategies simply will not suffice. Although this introduction is tailored to technical and professional communication, it does provide helpful context for what conversations are relevant for online writing instruction in the current moment.
Communication: Continuing the Conversation.” Technical Communication Quarterly, vol. 26, no. 3, 2017, pp. 217-222.
This text is an introduction to a special issue of Technical Communication Quarterly focusing on the teaching and administration of online education for rhetoric and technical communication. This issue serves as a continuation of a conversation begun in an issue ten years ago on the same subject, and it provides important updates on relevant practices in online education for technical writing and communication. Hewett and Bourelle situate the special issue within current conversations about online writing instruction, including the need for specialized instructor education. Accordingly, this special issue offers insights into the training and teaching of online technical and professional communication courses and provides strategies for instructors and administrators to apply. Hewett and Bourelle explain that online writing instructors need new instructional approaches keyed to teaching in online environments with online media; a reliance on conventional pedagogical strategies simply will not suffice. Although this introduction is tailored to technical and professional communication, it does provide helpful context for what conversations are relevant for online writing instruction in the current moment.
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