Full Issue: Winter 2014

DePaul professors produce a documentary TV series highlighting impoverished communities globally and those who have come to their aid. Also, learn how DePaul\u27s Steans Center implements service learning that broadens academics and supports the university\u27s Vincentian mission, discover out-of-the-box teaching methods employed by innovative faculty, and meet an alumnus who\u27s one of the music industry\u27s most prominent sound engineers

Go Online!

COVID-19’s impacts revealed that teaching writing online was no longer merely an issue of convenience or economic necessity—it was critical to public health and equity concerns as well. Now higher education faces one of its greatest historical challenges, expanding online offerings to fully engage and support students around the world. Gathering together educators who teach writing at college and graduate levels using creative hybrid, blended, and online/remote/virtual modes, this book should be required reading for all teachers and administrators. The volume features those new to online teaching alongside experienced online writing teachers. Referencing the latest research in online teaching and writing, contributors share stories of crucial successes as well as unforeseen difficulties. Essays address compelling concerns such as engaging diversity and cultural inclusivity, social justice, as well as global learning in online writing courses; radically reshaping graduate seminars for online delivery; flipping classrooms to promote more successful writing instruction; fostering greater community within online writing classrooms; examining the problems and possibilities of Learning Management Systems for teaching writing; sustaining remote writing-centered archival research; avoiding Zoom fatigue in writing classes by using design thinking; utilizing expressive arts in online writing classes; mentoring doctoral students online; constructing meaningful approaches to online peer writing feedback; as well as making access and inclusivity central to online writing course design

Examining changes in learning and engagement of higher education students in a fully online flipped learning distance education classroom

The challenge of implementing effective online distance education courses for academics and institutions is a centuries-old task. We can look across early developments in the 18th century with the creation and delivery of correspondence courses; into the 20th century with teaching and learning across analog methods such as audio and video; and now in the current era of digitized mechanisms that enable the online classroom. This includes advances in internet technologies and computing abilities that are the empowering the backbone processes, bridging connectivity between the student and the instructor. As society has trended toward massive increases in online modes of instructional delivery, major gaps are still apparent when attempting to adapt traditional and modern teaching and learning methods to online learning landscapes. These pertain to the students’ abilities to retain knowledge as well as in having an engaging classroom experience. These gaps can include the misalignment of the motivations of the teacher and the learner, the ability to gain and retain the attention of the student when not physically face-to-face, and the propensity of retaining knowledge based on the effects of an experience in the online classroom. This study analyzes the flipped classroom model of instruction in a fully online course. The purpose of this study is to examine potential change in student learning and engagement and determine the impact of a flipped classroom model of instruction on the learning outcomes and engagement experiences of the student. These interests are the gauges in which to examine whether this model of instruction can contribute to more informed instructional design decisions in the future of online education