Re: Ways We Contribute: Students, Instructors, and Pedagogies in the Computer-Mediated Writing Classroom

Abstract This article uses situated evaluation to study synchronous and asynchronous computer-mediated communication (CMC) in a required graduate seminar in composition studies. The findings show that CMC in itself does not change classroom practices; instead, CMC must be viewed in connection with the goals of the institution, instructors, and students. Analysis also indicates that CMC does not necessarily encourage equal participation. On the contrary, it can increase conflict and lead to tensions on- and offline. The article goes on to recommend a pedagogy that not only allows for conflict resolution but uses dissent to critique conformity and homogeneity in the classroom.

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