Through an analysis of seven areas, I have attempted to describe
the how and why of the online student experience. We can see by the products of the class
that most students learned to write better than they had when they entered the class even
though they had problems with the technology. When it was out of their control, such as
the Internet going down, they were accepting of the fact. Conversely, when a lack of
knowledge was the culprit, they became frustrated and complained. Still, the participants
enjoyed the process of the class, often remarking about having fun and discussing their
own processes without prompt from peer or teacher. They especially favored giving and
receiving feedback, and many of them anxiously submitted their works to the entire class
and waited patiently (at times, impatiently) for response. They were tolerant of one
another, not criticizing about spelling and grammar errors, which were rampant in the
online dialogue. They liked sharing with each other, often describing the events of the
day or discussing problems they were having in their own lives. Moreover, as the class
progressed, they started sharing precious tidbits of their lives. Some of them were able
to reach beyond their small worlds and offer encouragement to the other members of the
class.
If we look at their essay scores, we will see most became better
writers, and awareness of audience was no longer an abstraction. Their names now too are
listed with those of the rest of us who have taken first-year English composition and
learned prewriting, drafting, and proofreading. Moreover, they have learned linguistic
etiquette, knowing when to "etalk" and when not. Their experiences reveal that,
yes the online writing class is indeed a viable alternative to the traditional class if
educators attend to some details.
Attention
must be paid to the variety of reading skills that people bring with them to the online
class. Information about the workings of particular protocols is necessary. Software
differences should be addressed. Differences between instructions for diverse operating
systems need to be explicit. Computer support should be at hand. Moreover, the teacher
needs to stand on the sidelines, allowing students to process and perform. Timelines need
to be flexible and schedules explicit, yet with plenty of room for negotiation should the
need arise. Guidelines for assignments and procedures should be available in different
places in case one site goes down. And dare I say, online educators must prepare for the
unexpected because it will happen. The voices and experiences of the participants have
allowed us to discover and explore the unknown territory of online first-year composition,
but, too, the journey continues, as these participants are now members of a discourse
community and their stories now combine with others.
We are, I am, you are
by cowardice or courage
the ones who find our way
back to this scene
carrying a knife, a camera
a book of myths.
