Conclusions
By giving a voice to online writing instructors, the research presented in this webtext draws attention to key issues and calls us to action. As a discipline, we must pay attention to what online writing instructors are saying about their motivations, concerns, experiences, and needs. And we must be prepared to communicate that information to administrators and other stakeholders.
Being Prepared to Lead and Influence
Patricia Webb Peterson (2001) makes a compelling argument for why writing instructors must take an active role in debates about online learning:
First of all, because the primary interface of a distance-learning course is the written word, writing teachers' expertise will be increasingly needed as courses are written and delivered in online environments. Second, the only course universally required at almost all colleges and universities is the first-year writing course . . . [which] has found its way into the online curriculum and may continue to be a major player in the online curriculum. (373)
The voices of writing instructors and writing program administrators are indeed important as the conversation about eLearning continues and as major decisions are being made, often at the highest levels of leadership. Writing faculty must recognize the truth in Peterson's argument (see also Davis, 2005) and find ways to actively shape the conversation and its outcomes.
For example, in addition to providing additional data for this webtext, the local survey provided quotes and figures that the author compiled into a report for a local audience. This report, shared thus far with the department chair and the director of the university's Center for Excellence in Teaching and Learning, educates stakeholders about online writing instruction. It has also helped the author make more informed and compelling arguments while participating in eLearning-related decision making at the department and university levels. Such decision making is almost always tied in some way to issues of faculty preparation, development, and support.
While it is certainly important that we continue to share research about online writing instruction with disciplinary colleagues, it is equally important that we consider how this information, when shared with other audiences, can be used strategically to influence decision making and to negotiate for support that meets the stated needs of faculty.
Conclusions, continued > |