This study analyzes syllabi for first-year college composition courses and interview responses to examine how the choices made by instructors affect online course design. Using the Syllabus Assessment Instrument designed by Madson, Melchert and Whipp (2004), this dissertation looks specifically at attendance and participation policies, course behavior policies, contact information, required material choices, course organization decisions and tool decisions to reveal how instructors do or do not accommodate online class pedagogies.
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- Partial requirement for: Ph. D., Arizona State University, 2013Note typethesis
- Includes bibliographical references (p. 161-167)Note typebibliography
- Field of study: English