Writing Competencies in Online Graduate Courses: Results and Implications
Paula Furr, Barbara Duchardt, Steven Horton, Vickie Gentry, Anna-Kate Oglesby, Northwestern State University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: Students in graduate programs offered by schools or colleges of education are generally expected to be competent writers at the outset of their studies. With more programs and courses online, students’ writing abilities become magnified in a digital course delivery system. This paper addresses the results of a content analysis of four courses across three program areas at a rural Southern state university, which has a modest GRE entrance requirement. The impetus for the study resulted from the authors having informally noted from past teaching that some students lack literacy skills expected for graduate-level work. Based on the results of this study, the authors identified areas of writing strengths and deficiencies and propose approaches to improve weak writing skills so that students can complete their programs. The authors’ experiences to date indicate that proactively addressing writing deficiencies leads to overall better performance and improved student morale.
Furr, P., Duchardt, B., Horton, S., Gentry, V. & Oglesby, A.K. (2013). Writing Competencies in Online Graduate Courses: Results and Implications. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 440-445). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).