Approaches Reflected in Academic Writing MOOCs

Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result...

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Autor principal:	Subeom Kwak
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOC approaches first-year composition writing online writing instruction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f550d50087044131884629e11a753558
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spelling	oai:doaj.org-article:f550d50087044131884629e11a7535582021-12-02T19:20:54ZApproaches Reflected in Academic Writing MOOCs10.19173/irrodl.v18i3.28451492-3831https://doaj.org/article/f550d50087044131884629e11a7535582017-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2845https://doaj.org/toc/1492-3831Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. Drawing on historical emphases in writing instruction, five approaches are illustrated: skills, creative writing, process, social practice, and a socio-cultural perspective. This study uses data from six academic writing MOOCs to examine what approaches are revealed within their writing instructions. Focusing on a group of six academic writing MOOCs at college level, attributes and features of writing MOOCs were explored by analyzing syllabi, video lectures, and assignments. Overall, the study found that these academic writing MOOCs stick to a traditional model of teaching writing, “writing as skills.” These findings suggest that instructors who teach academic writing through online platforms showed that their immediate concerns were not a social practice or socio-cultural context. Rather, teaching and learning of grammatical accuracy and surface features of texts at college level appear to be best purpose of academic writing MOOCs. Subeom KwakAthabasca University PressarticleMOOCapproachesfirst-year compositionwritingonline writing instructionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 3 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC approaches first-year composition writing online writing instruction Special aspects of education LC8-6691
spellingShingle	MOOC approaches first-year composition writing online writing instruction Special aspects of education LC8-6691 Subeom Kwak Approaches Reflected in Academic Writing MOOCs
description	Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. Drawing on historical emphases in writing instruction, five approaches are illustrated: skills, creative writing, process, social practice, and a socio-cultural perspective. This study uses data from six academic writing MOOCs to examine what approaches are revealed within their writing instructions. Focusing on a group of six academic writing MOOCs at college level, attributes and features of writing MOOCs were explored by analyzing syllabi, video lectures, and assignments. Overall, the study found that these academic writing MOOCs stick to a traditional model of teaching writing, “writing as skills.” These findings suggest that instructors who teach academic writing through online platforms showed that their immediate concerns were not a social practice or socio-cultural context. Rather, teaching and learning of grammatical accuracy and surface features of texts at college level appear to be best purpose of academic writing MOOCs.
format	article
author	Subeom Kwak
author_facet	Subeom Kwak
author_sort	Subeom Kwak
title	Approaches Reflected in Academic Writing MOOCs
title_short	Approaches Reflected in Academic Writing MOOCs
title_full	Approaches Reflected in Academic Writing MOOCs
title_fullStr	Approaches Reflected in Academic Writing MOOCs
title_full_unstemmed	Approaches Reflected in Academic Writing MOOCs
title_sort	approaches reflected in academic writing moocs
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/f550d50087044131884629e11a753558
work_keys_str_mv	AT subeomkwak approachesreflectedinacademicwritingmoocs
_version_	1718376773050171392

Approaches Reflected in Academic Writing MOOCs

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