Degree of Hybridity: Peer Review in the Blended Composition Classroom

Rebecca Helminen Middlebrook*
Writing (Communication) Coach/ Instructor, Michigan Technological University, Department of Cognitive and Learning Sciences, Houghton.
Periodicity:April - June'2013
DOI : https://doi.org/10.26634/jet.10.1.2299

Abstract

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors take on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for this new teaching and learning environment. By investigating the views composition instructors hold regarding technology use in their teaching practices, factors that may influence the degree of re-mediation of pedagogical practices seen in hybrid, or blended, first-year composition courses were identified. One factor in particular that had a great effect on the degree of pedagogical re-mediation in this study was identified and defined as degree of hybridity.

Keywords

Hybrid Courses, Blended Learning, Peer Review, Composition, Pedagogy, Curricula Development, Degree of Hybridity.

How to Cite this Article?

Middlebrook , R. H. (2013). Degree Of Hybridity: Peer Review In The Blended Composition Classroom. i-manager’s Journal of Educational Technology, 10(1), 1-9. https://doi.org/10.26634/jet.10.1.2299

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