How near and yet how far? Theorizing distance teaching
Computers and Composition Volume 18, Number 4, ISSN 8755-4615 Publisher: Elsevier Ltd
This article theoretically maps out the larger principles that we must consider when thinking about distance learning. I explore the ways in which students’ and teachers’ identities must shift in these new contexts. Pointing to the changes that will or could occur when we move writing courses online, I make the overarching argument that Composition Studies needs “a theorized preparation for shifts in pedagogy that distance courses make visible.”
Miller, S. (2001). How near and yet how far? Theorizing distance teaching. Computers and Composition, 18(4), 321-328. Elsevier Ltd.