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Re: Ways we contribute: Students, instructors, and pedagogies in the computer-mediated writing classroom
ARTICLE

Computers and Composition Volume 12, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

This article uses situated evaluation to study synchronous and asynchronous computer-mediated communication (CMC) in a required graduate seminar in composition studies. The findings show that CMC in itself does not change classroom practices; instead, CMC must be viewed in connection with the goals of the institution, instructors, and students. Analysis also indicates that CMC does not necessarily encourage equal participation. On the contrary, it can increase conflict and lead to tensions on- and offline. The article goes on to recommend a pedagogy that not only allows for conflict resolution but uses dissent to critique conformity and homogeneity in the classroom.

Citation

Gruber, S. (1995). Re: Ways we contribute: Students, instructors, and pedagogies in the computer-mediated writing classroom. Computers and Composition, 12(1), 61-78. Elsevier Ltd. Retrieved June 2, 2023 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/8755-4615(95)90023-3

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