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Online Education: Global Questions, Local Answers
Edited by Kelli Cargile Cook and Keith Grant-Davie
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Baywood's Technical Communications Series, Series Editor: Charles H. Sides
You can read the
Introduction for free right now, just click here.
Winner of the 2006 National Council of Teachers of English;
Best Collection of Essays in Technical or Scientific Communication.
IN PRAISE OF
"This book answers many questions and while these global questions affect all of us in one way or another, they demand different local answers, such as these presented by the contributors to this text. Online Education: Global Questions, Local Answers, will be welcomed by all teachers, educators, administrators and others involved in teaching and policy making."
—Seema Kapoor, Editor-in-Chief, Educational Book Review, (A Division of Sci-Tech Book Review)
"For academics, Online Education is a must-have, especially if they contemplate developing online courses or programs. For trainers, it is a source to use when building online training courses based on the academic model. Both audiences will find much useful material in the collection."
—Tom Warren, Technical Communication, Volume 54, Number 4, November 2007
ABOUT THE BOOK
In Online Education: Global Questions, Local Answers, 24 college educators focus on the most
important questions to be addressed by all scholar-teachers and administrators committed to
developing high-quality online education programs. We describe these questions as “global”
because they transcend the particular situations of individual institutions. They are questions that
everyone involved in online education needs to address: What are the issues to consider when first
developing and then sustaining an online education program? How do we create interactive,
pedagogically sound online courses and classroom communities? How should we monitor and
assess the quality of online courses and programs? And how should recent developments and
innovations in online education cause us to reexamine our roles and responsibilities as educators in
technical communication? While these global questions affect all of us in one way or another, they
demand different local answers, such as those presented by the contributors to this text. Readers
will need to consider which of these local answers might apply to their own situations and how
these answers might need to be adapted to reflect the particular needs of their own institutions.
ABOUT THE EDITORS
Kelli Cargile Cook is an Assistant Professor in the English Department at Utah State
University, where she teaches courses on writing technologies, interactive media, modem rhetorical
theory, and editing. She first began exploring questions of distance education in 1994, when she
worked to provide a distance course to a homebound student with disabilities at Ball State
University. In 1996 she took her first online course in document design at Texas Tech University,
and she taught two online courses in introductory technical communication in 1999. Since arriving
at Utah State University, she has developed online graduate courses in professional editing,
workplace research and report writing, and instructional multimedia.
Keith Grant-Davie is an Associate Professor in the English Department at Utah State
University, where he has taught courses in rhetorical theory, reading theory, technical writing, and
the use of computers in composition classes. His work has appeared in JAC: A Journal of
Composition Theory, Rhetoric Review, Journal of Technical Writing and Communication, and
Computers and Composition. Since 1999 he has been Director of Graduate Studies in English and
Program Advisor to the 40+ students in Utah State’s online Master’s Program in Technical Writing,
which he helped design in 1997. He taught his first online graduate seminar in fall 2003.
INTENDED AUDIENCE
Teachers and administrators involved in, or about to become involved in, development of online
programs or courses at their institutions. The book will be particularly relevant to those working in
the field of technical communication at the 4-year or 2-year college level, but will also be of
interest to readers in other fields and at other educational levels.
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