The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication

The Interdependence of the Factors Influencing the Perceived Quality of the Online Learning Experience: A Causal Model

“…The course structure dimension can be divided into two parts: course expectations (Grandzol, 2004) and course infrastructure (Tham & Werner, 2005). These structural elements address how well the course is organized and what is expected of community participants (Gurak & Duin, 2004). Course structure provides students with guidance in terms of topic coverage, rules of behavior, and expectations (Peltier et al, 2003).…”

“…Innovations in information delivery technology have transformed the way courses are designed and how interactions take place (Gurak & Duin, 2004;Hunt et al, 2004;McCorkle, Alexander, & Reardon, 2001). The Internet, course-room software, e-mail, chat rooms, CD-ROMs, and streaming video are some of the new technologies commonly used in these courses (Hiltz & Turoff, 2005;Tham & Werner, 2005).…”

Update to who says what to whom? Assessing the alignment of content and audience between scholarly and professional publications in technical communication (1996–2013)

“…One such conversation is the concordance between academic courses and curricula and the needs of industry. This discussion specifically has consisted of experience reports and one-institution studies and has focused on ways to identify core knowledge and skills of the profession (such as [2]) and the use of advisory boards and similar structures to identify industry needs and build partnerships between academe and industry (such as [7]). Another conversation is the effectiveness of academic programs in preparing students for the real world.…”

Pedagogy in the Twenty-first Century: An Analysis of Accelerated Courses in Criminal Justice

“…Students can peruse course availability, register for classes, purchase course materials, and communicate with their instructors and fellow classmates via virtual classrooms, chat sessions, or posting boards (Ko & Rossen, 2004). According to Gurak and Duin (2004), "Students take the Internet for granted as their access point for community building" (p. 194). These virtual classrooms have been defined by Ko and Rossen (2004) as "any online area in which instructors and students meet via their computer connections, for course activities" (p. 3).…”