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Toward a New Standard of Quality in Online Learning: Critical Interaction and the Death of the Online Instructor

Toward a New Standard of Quality in Online Learning: Critical Interaction and the Death of the Online Instructor

Robert Gray, James Dwight
Copyright: © 2011 |Pages: 14
ISBN13: 9781609601478|ISBN10: 1609601475|EISBN13: 9781609601492
DOI: 10.4018/978-1-60960-147-8.ch018
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MLA

Gray, Robert, and James Dwight. "Toward a New Standard of Quality in Online Learning: Critical Interaction and the Death of the Online Instructor." Technology Integration in Higher Education: Social and Organizational Aspects, edited by Daniel W. Surry, et al., IGI Global, 2011, pp. 253-266. https://doi.org/10.4018/978-1-60960-147-8.ch018

APA

Gray, R. & Dwight, J. (2011). Toward a New Standard of Quality in Online Learning: Critical Interaction and the Death of the Online Instructor. In D. Surry, R. Gray Jr., & J. Stefurak (Eds.), Technology Integration in Higher Education: Social and Organizational Aspects (pp. 253-266). IGI Global. https://doi.org/10.4018/978-1-60960-147-8.ch018

Chicago

Gray, Robert, and James Dwight. "Toward a New Standard of Quality in Online Learning: Critical Interaction and the Death of the Online Instructor." In Technology Integration in Higher Education: Social and Organizational Aspects, edited by Daniel W. Surry, Robert M. Gray Jr., and James R. Stefurak, 253-266. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-147-8.ch018

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Abstract

This chapter explores how Barthes’s concept of writerly/readerly texts can be applied to enrich our understanding of interaction in online courses. Writerly texts are texts that require the reader to actively participate in the production of the text’s meaning, whereas readerly texts offer only a limited number of possible interpretations. Barthes privileges the writerly text because it pictures the reader in an active posture, in the role of co-writer, jointly producing meaning rather than passively receiving it. The authors argue that the writerly/readerly opposition provides a powerful tool with which we can reconceptualize the relationship between the instructional content of online courses and the students who encounter them. Such an approach will allow us a fuller understanding of not only the interpretive nature of the learning process, but also of the advantages inherent in empowering students in that process. Furthermore, this approach will allow us to better understand and measure quality in online courses.

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