Negotiating World Englishes in a Writing-Based MOOC

Autor/inn/en	McCorkle, Ben; Halasek, Kay; Clinnin, Kaitlin; Selfe, Cynthia L.
Titel	Negotiating World Englishes in a Writing-Based MOOC
Quelle	In: Composition Studies, 44 (2016) 1, S.53-71 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Rhetoric; Writing (Composition); Online Courses; Large Group Instruction; Language Variation; English (Second Language); Second Language Learning; Foreign Countries; Global Approach; Sense of Community; Peer Evaluation; Video Technology; Lecture Method; Computer Mediated Communication; Group Discussion; Learning Experience; Computer Software; Computer System Design; Training; Demography; Language Role; Teaching Methods; Assignments; World Views; Perspective Taking; Transformative Learning; Ohio + Suchen Sie Ihr Suchwort? Rhetorik; Schreibübung; Online course; Online-Kurs; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Globales Denken; Computerkonferenz; Gruppendiskussion; Lernerfahrung; Ausbildung; Demografie; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; World view; Weltanschauung; Zukunftsperspektive; Pädagogische Transformation
Abstract	This article recounts the experiences of a team of faculty, graduate students, and instructional technologists facilitating Rhetorical Composing, a writing-focused Massive Open Online Course (MOOC). When first offering the MOOC, we recognized quickly that we needed to emphasize the global makeup of our learning cohort to foster a stronger sense of community, diminish concerns about peer review, and inform participants about various ways that people all over the world learn English. In response, we developed a curricular unit focusing on "World Englishes" that included video lectures, guest speakers, discussion forums, and an invitation for individuals to submit their own learning experiences. We also designed an in-house peer-review software platform, which provided focused training for all participants, regardless of language background. Here, we analyze demographic data for the course, participant writing, and other content generated within the MOOC. (As Provided).
Anmerkungen	University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail: compstudies@uc.edu; Web site: http://www.uc.edu/journals/composition-studies.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01