New Creative Writing “Classroom”

2015 ◽  
pp. 1-14
Author(s):  
Tamara Girardi
Keyword(s):  
Distance Education ◽  
Creative Writing ◽  
Online Courses ◽  
Writing Studies ◽  
University Environment ◽  
Creative Writing Studies ◽  
Creative Writers ◽  
History Of ◽  
Publishing Community ◽  
The University

The field of creative writing studies includes commonly regarded forms of distance education such as online courses, but there is an impressive diversity regarding the opportunities available to creative writers. To illustrate this, the chapter discusses the two tracks available to writers. The first features the university environment, where students enroll in undergraduate and graduate creative writing degree programs. These programs could be full-residency, low-residency, or online. However, not all writers are able or willing to enroll in such programs. For these writers, there are non-academic options that are driven not by colleges and universities but by the publishing community. Non-degree writers might enroll in online workshops or communities. Finally, non-degree seeking writers might work independently through MOOCs, extension classes, iTunesU courses, and how-to texts. This chapter discusses the history of distance education as it is evolving and the potentially overwhelming number of options available to aspiring writers.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

A Campus Counter Tour: Performing institutional narratives

2019 ◽  
Vol 7 (2) ◽  
pp. 167-183
Author(s):  
Claire Syler
Keyword(s):  
Black Studies ◽  
Coalition Building ◽  
University Environment ◽  
Walking Tour ◽  
Applied Theatre ◽  
History Of ◽  
The University ◽  
Us University ◽  
Walking Tours

Abstract This article traces the work of a cross-listed Theatre and Black Studies performance course at a US university that had recently experienced campus protests concerning anti-black racism. The course culminated in an admissions-style walking tour that critically analysed the university environment by juxtaposing dominant institutional narratives with counter accounts performed by a multi-ethnic ensemble of students. The article begins by contextualizing the university's history of anti-black racism and then describes the curriculum created for the class and the broader Campus Counter Tour performance. To conclude, it discusses the assets embedded in the Counter Tour project (accessibility, coalition building, and participation in a movement), which could be valuable for applied theatre practitioners interested in using walking tours to address institutional narratives bound up in racism or colonialism more broadly.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

Quality Processes in Distance Education

2011 ◽  
pp. 1728-1733
Author(s):  
Alistair Inglis
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Teaching Staff ◽  
Failure Rates ◽  
Broadcast Media ◽  
History Of ◽  
New Type ◽  
The Uk ◽  
The University

Practitioners and providers in distance education owe a great debt to the founders of the UK Open University (UKOU). The history of distance education can be broken into two eras, each separated by the successful establishment of the UKOU. The UKOU had as strong an incentive as any institution to improve quality — its very survival is dependent on its success. Prior to the establishment of the UKOU, distance education (or correspondence education, or extramural studies or external studies, as it was then known) was characterized by high attrition and high failure rates (White, 1974). The UKOU planners recognized this fact. They realized that, for the University to succeed, the causes of the high attrition and high failure rates had to be addressed. The fact that the University continues to this day is testament to its success. The way in which the UKOU tackled the issue of quality, carries some lessons for distance education providers today. It did so, not by targeting one key area, but by tackling the range of factors that affect the quality of a student’s experience of studying at a distance: by investing heavily in the presentation quality of materials; by making innovative use of media, (particularly the broadcast media); by putting in place a new type of organisational structure to support teaching staff in the work of course design, teaching, and assessment; and by building up a range of other support functions: establishing local study centres, employing local tutors, and instituting a program of residential schools.

Invest In The Success Of Online Programs At The University? Mentor Professors

2011 ◽  
Vol 4 (6) ◽  
pp. 1 ◽  
Author(s):  
Janet Buckenmeyer ◽  
Emily Hixon ◽  
Casimir C. Barczyk ◽  
Lori Feldman
Keyword(s):  
Distance Education ◽  
Preliminary Data ◽  
Online Courses ◽  
Teaching Quality ◽  
Faculty Members ◽  
Mentoring Program ◽  
Online Programs ◽  
The University ◽  
Unique Program

The Distance Education Mentoring Program (DEMP) is a unique program designed to assist faculty with developing and teaching quality online courses. This paper describes a survey assessment of the 92 faculty members who completed the program over the last four years and looks at preliminary data determining the programs success.

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