This study sought to explore the effect of teaching prewriting strategies through different methods of input delivery (i.e. conventional, web-based, and hybrid) on EFL learners' writing quantity. In its quasi-experimental study, the researchers recruited 98 available sophomores, and assigned them to three experimental groups (conventional,…

Tracing the correspondence composition courses taught at the University of North Carolina-Chapel Hill from 1912 to 1924, this essay argues that examining distance education in the nineteenth and twentieth centuries can reveal possible problems or solutions to issues composition instructors face in twenty-first-century debates about moving…

The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and…

In their study of 261 students enrolled in eight sections of a business communication course, three taught in a traditional classroom setting and the others delivered in a hybrid, half-time online format, the authors found that all students measurably improved their writing skills. On another dimension of interest, however, students in the online…

This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paperbased version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou's (2003) model.…