OWI Principle 15: OWI/OWL administrators and teachers/tutors should be committed to ongoing research into their programs and courses as well as the very principles in this document.
Emerging from the Committee’s work is a repeatedly articulated need for professional development in the area of OWI and OWLs (see OWI Principle 12 and OWI Principle 14). To be sure, there is urgent need to educate the writing community on OWI and OWLs and to help direct the teaching and learning of our students with what is known about state of the art and effective practices. Advances in OWI and OWLs should be grounded in valid and reliable research findings and systematic information dissemination. OWI and OWLs are particularly well positioned as sites of ongoing research in that almost all interactions are saved and archived (e.g., via email, platform communication, online group discussion, writing revisions), enabling empirical analysis.
Therefore, to bolster the theoretical and pedagogical frameworks for OWI and OWLs, OWI and OWL administrators and teachers/tutors alike should be committed to ongoing research of their courses, students, and programs. Such research should draw directly from these courses, students, and programs when appropriate. Such pedagogically driven research must be validated both by the scholarly community and administrators in composition studies. Empirical, repeatable, and longitudinal research that addresses questions regarding the phenomena of OWI and OWLs will drive a deeper understanding of OWI and OWLs, ultimately benefiting students and the teaching and learning of writing in online contexts. Both qualitative and quantitative methodological designs can be employed to address key questions surrounding OWI and OWL outcomes, processes, and participant perspectives.
Example Effective Practices for OWI Principle 15
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