Web Writing

Web Writing reboots how we think about the Internet in higher education,
with special attention paid to liberal arts teaching and learning. Our book
carves out pedagogically pragmatic responses to contemporary debates that
tend to be dominated by two extreme visions of technology. At one end, skeptics dismiss the web as an unwelcome intrusion into the college classroom, most frequently in the form of gadgets and platforms that distract students from the primary lesson or content. This perspective views Internet technology as a shallow substitute for true learning, yet rarely recognizes its potential to enhance what we value most about a liberal arts education: the intensified learning opportunities presented by writing across the curriculum. At the other extreme, proponents of massive online courses praise the benefits of large-scale video lectures and machine-driven assessments with the promise of opening up the college curriculum to all. Their view embraces the web as a tool to expand student enrollments while
reducing instructional labor costs, yet rarely considers its consequences for highly-engaged student learning that we expect in small liberal arts colleges.
[Ann Arbor: 2015]

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