Implementing an online undergraduate course in educational writing

Abstract

This case describes the implementation of an online undergraduate course in educational writing, and reviews literature on undergraduate composition; e-learning and dropout risks; and online writing instruction including programs at Texas Tech University, the University of Minnesota, and the University of Texas at El Paso. This case relies on interviews with the professor, instructional designer, chief learning officer, and teaching assistant. Prompted by the university e-learning provider, a professor and instructional designer created an 8-lesson online writing course called Educational Communication using videos, PDFs and online exercises, reading comprehension and graded writing assignments, and an in-person final exam. The designer enforced deadlines, and helped structure and simplify content, and the professor pushed for new techniques and interaction. Developed in 2008, the course was completed while students were enrolled, and served 483 students over nine semesters. Enrolments are lower (and dropouts higher) than other university e-learning due to a heavier workload. The initial teaching assistant experienced demands for reassurance, a need to norm grading, and plagiarism. The professor enjoyed meeting students by email, online chats, and at the final exam but felt distanced when asked for recommendations. The course has yet to recover development costs. The professor wishes to revise the course to focus on education.