{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3980"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3980","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge","abstract":"The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.","abstract_html":"The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments.","abstract_has_math":false,"creators":["Deranger, Brant"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Raign, Kathryn","Cooke, Lynne","Jones, Greg"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-08","date_published":"2007-08","updated_at":"2026-07-24T05:35:09Z","subjects":["online learning","blended learning","pedagogy","computer-assisted learning","composition","rhetoric","Web-based instruction -- Case studies.","Computer-assisted instruction -- Case studies.","Blended learning -- Case studies.","English language -- Composition and exercises -- Study and teaching (Higher) -- Case studies."],"languages":["English"],"rights":["Public","Copyright","Deranger, Brant","Copyright is held by the author, unless otherwise noted. 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Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge"]}]}],"canonical_facts":{"dc:contributor":["Raign, Kathryn","Cooke, Lynne","Jones, Greg"],"dc:creator":["Deranger, Brant"],"dc:date":["2007-08"],"dc:description":["The contemporary classroom currently faces an evolving world of computer based training, online courses, instructor-led learning and several blended approaches in-between. With the increased presence of computers and communication in every facet of students' lives, students have changed to adapt to the continuous presence of technology in their daily lives. These recent rapid developments have changed the relationship between technology and communication. Indeed, communication and technology have become linked to such a degree that it is difficult to differentiate one from the other, thereby altering our rhetorical situation as instructors. Instructors can no longer deny the presence of technology in the contemporary classroom, much less in the contemporary composition classroom. This case study serves as a post-modern analysis of the technology based blended classroom. A gap exists between what online learning is (being) today and what it is (becoming) tomorrow. This dissertation explores the gap by examining two rich data sources: online visitor navigational patterns and instructor interviews. The fundamental ideas that this text explores are the following: - Web server logs and PHP logs can be analyzed to yield relevant information that assists in the design, architecture, and administration of online and blended learning courses. - Technology in the writing classroom does not necessarily solve traditional problems associated with the composition classroom. Technology is a tool, not a solution. - Technology has changed the rhetorical situation of the composition classroom. As a result, instructors must adapt to the changed rhetorical environment. Via this study, readers will hopefully gain a better understanding of the relatively unexplored margins between instruction, composition and technology paradigms. Instructors, trainers, technical writers, pedagogues, industry and academia alike must step forward to research technology-assisted pedagogy so that they can de-privilege the paradigms that position technology itself as a solution, and move forward toward realistic and real-world expectations for instructors in technology mediated learning environments."],"dc:format":["Text"],"dc:identifier":["oclc: 191867792","doi: 10.12794/metadc3980","https://digital.library.unt.edu/ark:/67531/metadc3980/","ark: ark:/67531/metadc3980"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Deranger, Brant","Copyright is held by the author, unless otherwise noted. All rights reserved."],"dc:subject":["online learning","blended learning","pedagogy","computer-assisted learning","composition","rhetoric","Web-based instruction -- Case studies.","Computer-assisted instruction -- Case studies.","Blended learning -- Case studies.","English language -- Composition and exercises -- Study and teaching (Higher) -- Case studies."],"dc:title":["Blurring the Lines Between Instructor-Led and Online Learning: an Evaluation of an Online Composition Curriculum on the Bleeding Edge"],"dc:type":["Thesis or Dissertation"]},"updated_at":"2026-07-24T05:35:09Z"}