Abstract
This article analyzes federal congressional discourse on distance education policy, describing progressive reformers’ use of the term, interactivity . Isolating congressional records of deliberations that treat interactivity, rhetorical analysis first traces progressive legislators’ and educators’ attempts to use the term to eliminate a restriction on financial aid funding for distance education students. Next, critical analysis describes how legislators and educators have advanced interactivity as a simple educational good. Contrasting legislators’ and educators’ views on interactivity with perspectives drawn from emerging computers and composition research, this article discusses what the field has to contribute to public deliberation of this issue. A conclusion notes opportunities for researchers’ participation in progressive reform efforts.
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