Who's Doing What? Three Perspectives in Online Graduate Technical Communication Programs

2007 ◽  
Author(s):  
Helen M. Grady ◽  
Nancy W. Coppola ◽  
Robert Krull
Keyword(s):  
Technical Communication ◽  
Communication Programs

Fostering Communities of Inquiry and Connectivism in Online Technical Communication Programs and Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 11-30
Author(s):  
Yvonne Cleary
Keyword(s):  
Learning Environments ◽  
Technical Communication ◽  
Online Program ◽  
Online Learners ◽  
Graduate Course ◽  
Face To Face ◽  
Online Higher Education ◽  
Communication Programs ◽  
Face To Face Learning ◽  
Communities Of Inquiry

In increasingly online higher education environments, instructors must develop positive and community-oriented learning environments, equivalent to, if different from, face-to-face learning experiences. Connectivism and communities of inquiry are complementary theories that facilitate the design and development of online learning and enable online learners to connect with peers. This article discusses two pedagogical interventions that encourage connectivism and foster communities of inquiry in online technical communication programs: (a) a face-to-face orientation workshop at the beginning of an online program and (b) a peer-review activity in a research methods graduate course. The article explains the development, deployment, and evaluation of the activities.

Technical Communication Programs at Canadian Post-Secondary Institutions

1994 ◽  
Vol 24 (3) ◽  
pp. 237-250 ◽  
Author(s):  
Roger Graves ◽  
Jack McFadden ◽  
Shirley Moore
Keyword(s):  
Technical Communication ◽  
English Language ◽  
Technical Writing ◽  
Colleges And Universities ◽  
Writing Programs ◽  
Language Programs ◽  
Post Secondary ◽  
Communication Programs ◽  
English Language Programs

The location, extent, and focus of technical writing programs at Canadian colleges and universities is largely unknown, as least in a systematic way. This article reports the results of one survey of English-language programs. These programs are identified and representative ones are described in more detail. In the light of these findings, we discuss the need for more programs and the focus of these programs.

The Disappearance of Business Communication From Professional Communication Programs in English Departments

2021 ◽  
pp. 105065192110214
Author(s):  
James M Dubinsky ◽  
Kristen Getchell
Keyword(s):  
Technical Communication ◽  
Business Communication ◽  
Professional Communication ◽  
English Department ◽  
Historical Evidence ◽  
English Departments ◽  
Communication Programs

Since 1985, the field of professional communication has grown in size and reputation while maintaining a space within its primary disciplinary home of the English department. This article relies on historical evidence to examine how a field that was once evenly divided between business communication and technical communication is now technical communication-centric, almost to the exclusion of business communication. The authors pose questions about the field of professional communication and how faculty who consider business communication to be their primary discipline (regardless of their disciplinary home) might play a role in future discussions related to disciplinarity and domains of knowledge.

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