Critical reflections on the ‘new normal’: Synchronous teaching of CAQDAS-packages online during COVID-19

By Christina Silver, Sarah L. Bulloch, & Michelle Salmona Our contribution discusses synchronous online teaching of digital tools for qualitative and mixed-methods analysis, known as Computer Assisted Qualitative Data AnalysiS (CAQDAS) packages, during the COVID-19 pandemic. Teachers must take responsibility for, and be sensitive to, the current additional challenges and pressures upon learners and attend … Continue reading Critical reflections on the ‘new normal’: Synchronous teaching of CAQDAS-packages online during COVID-19

Zombie Paradigms in the Classroom: Assuaging the Problems of Current-Traditionalism

The field of writing studies has been arguing for decades about disposing of current-traditionalism (CT). Scholars, professional groups, graduate students, and even deans now advocate for teaching written communication in other ways. These new paradigms, collectively known as post-process, have shown considerably better student outcomes and improved teaching experience. Yet, the fact remains that they … Continue reading Zombie Paradigms in the Classroom: Assuaging the Problems of Current-Traditionalism

Calm and Compassionate Online Teaching: Q&A with Shelley Rodrigo

Rochelle (Shelley) Rodrigo has been teaching online for more than 20 years. She has also developed and administered an online writing program and supported instructors as an instructional technologist. Shelley is the interim director of the writing program; associate professor in the rhetoric, composition, and the teaching of English (RCTE); and associate writing specialist (continuing … Continue reading Calm and Compassionate Online Teaching: Q&A with Shelley Rodrigo

Universities’ betrayal of online pedagogy during the pandemic

When instructors were suddenly pushed into online teaching last Spring, many online education experts predicted that the long term impact on online education as a whole would not be pretty. Some instructors who had never engaged in systematic online course development — either by choice or circumstances — suddenly discovered that they could, in a … Continue reading Universities’ betrayal of online pedagogy during the pandemic