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A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom

Singleton, Meredith
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479823064952066

Abstract Details

2016, PhD, University of Cincinnati, Arts and Sciences: English and Comparative Literature.
This dissertation study seeks to determine whether feedback in the online Technical and Professional Communication classroom impacts student performance. This dissertation proposes that online Technical and Professional Communication instructors consider adopt such a feedback methodology in order to engage students with writing practices that better align with workplace writing activities. My research encompasses two parts: a small pilot study and a larger study. The larger study was developed from the results of an initial pilot study assessing impact of feedback on student performance in Technical and Professional Communication courses. Based on quantitative research through the analysis of student artifacts by outside reviewers, this larger dissertation study sought to determine the quantifiable impact collective feedback had on student performance versus that of individual feedback in online Technical and Professional Communication writing courses. Then, this study consulted participating faculty to determine hesitation or willingness of the instructor to adopt such pedagogical changes in their online courses. This feedback provided insights into how instructors respond to large shifts in pedagogy and impacts future adaptation of this study. Furthermore, this study also surveyed professionals within technical fields to gain a better understanding of the writing practices that take place within the workplace. Because a central aim to Technical and Professional Communication courses is to prepare students for workplace practice as technical writers, this study sought to determine if current academic practices align with those in the field. Through qualitative feedback from the field, this study proposes that collective feedback better prepares students for workplace practice than do academic feedback strategies currently used in the Technical and Professional Communication classroom. Ultimately, this study proposes that collective feedback provides opportunities for more efficient, workplace oriented practices in online pedagogy that would allow faculty to engage in more meaningful interactions with online students. Furthermore, efficiencies in online writing instruction can allow for redistributing tome saved to other pedagogical activities.
Lisa Meloncon, Ph.D. (Committee Chair)
Christopher Carter, Ph.D. (Committee Member)
Mary Beth Debs, Ph.D. (Committee Member)
Kirk St. Amant, Ph.D. (Committee Member)
151 p.
Occupational Safety
Technical Communication; Rhetoric and Composition; Online Writing Instruction; Writing Pedagogy; Distance learning

Recommended Citations

Citations

  • Singleton, M. (2016). A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479823064952066

    APA Style (7th edition)

  • Singleton, Meredith. A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479823064952066.

    MLA Style (8th edition)

  • Singleton, Meredith. "A Study on the Impact of Collective Feedback in the Online Technical and Professional Communication Classroom." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479823064952066

    Chicago Manual of Style (17th edition)

ucin1479823064952066
440
© 2016, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.