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Degree of Hybridity: Peer Review in the Blended Composition Classroom
ARTICLE

Journal of Educational Technology Volume 10, Number 1, ISSN 0973-0559

Abstract

As the move to increase availability of composition courses in the online environment continues, it is important to understand the ways in which composition instructors take on the challenges associated with moving their teaching online and how they modify, or re-mediate, their pedagogy for this new teaching and learning environment. By investigating the views composition instructors hold regarding technology use in their teaching practices, factors that may influence the degree of re-mediation of pedagogical practices seen in hybrid, or blended, first-year composition courses were identified. One factor in particular that had a great effect on the degree of pedagogical re-mediation in this study was identified and defined as degree of hybridity.

Citation

Middlebrook, R.H. (2013). Degree of Hybridity: Peer Review in the Blended Composition Classroom. Journal of Educational Technology, 10(1), 1-9. Retrieved October 16, 2019 from .

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Keywords