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Cui bono?: Revisiting the promises and perils of online learning
ARTICLE

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Computers and Composition Volume 20, Number 4 ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

We chronicle—in both an historical and bibliographic framework—the discussion of rhetorics of empowerment and disempowerment throughout the last 15 years, and we also examine the promises and perils of current trends in online teaching and learning, with a special emphasis on the role of universities in promoting distance education. This article addresses the question cui bono?, or who benefits, from the rush to technologize teaching and learning? We address the extent to which the continued rush to technologize teaching and learning is a perilous return to a rhetoric of empowerment that as compositionists we must continue to interrogate critically; we question how, in an era of 24/7 learning, students may or may not benefit and also how teachers may lose out, based on the increased workload and course management surrounding online learning.

Citation

Blair, K.L. & Monske, E.A. Cui bono?: Revisiting the promises and perils of online learning. Computers and Composition, 20(4), 441-453. Elsevier Ltd. Retrieved August 4, 2020 from .

This record was imported from Computers and Composition on January 31, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2003.08.016

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