Where Online Composition Fits

Keeping in mind the ideas of Internet's popularity and distance education theory, we should understand where the online composition class fits. When most educators refer to online education, they are referring to classes offered by instructors through the Internet. However, others believe instruction through the Internet is more than simple communication with computers. Berge (1994) states, "Diversity of geography, perspective, disciplines, and the speed of interaction could not be duplicated by any other channel of communication" (p. 12).

As we know from the demographics mentioned previously, with the advent of the personal computer, people who were not technically oriented began to use Internet as a place to exchange information. To recap, the more non-technical people used Internet, the more diverse the information available. Also, people who enjoyed Internet wanted others to explore this last frontier, so user-friendly software was made available at no cost; thus, software allowing more than just minimal communication surfaced. The practice of nonregulation on the Internet promoted a cooperative atmosphere, and soon computer programmers developed a piece of software, called a browser. The first browser was Mosaic and was followed by Netscape, then by Internet Explorer, among others. Browsers "read" hypertext and hypermedia enabling users to see text and view graphics, as well as hear audio. Thus, people can sit in their homes, and with the touch of a few keystrokes, search the Internet, pick up the complete works of Shakespeare, listen to Clinton's latest speech, or talk with others while viewing them through the computer monitor.

Students can access vast amounts of data with a few keystrokes. Classes can visit multi-user domains (MUDs) and participate in online discussions with the authors of the articles they are reading. Teachers can hold "real-time," synchronous conferences with their students through the Internet. On the downside, a large amount of information found on Internet is useless; also, it is non-indexed, so finding pertinent, reliable information can be frustrating and time-consuming.

Subsections of Chapter II in Order of Apperance
[Distance Education] [Writing Educators Online] [Computers and Compostion] [Opposing Points of View] [Where Online Composition Fits] [The Need for the Study]

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