This document presents an implementation study of an online synchronous version of an academic writing class for graduate students at the Institute of Education, University of London. It highlights the need for increased university inclusion among studying abroad students and the challenges faced with asynchronous EAP instruction. The study involves various methodologies such as focus groups, theoretical mapping, and personal reflections, ultimately suggesting a tailored approach to online learning design and pedagogy.

1. Redefining distance? Online
synchronous development of
academic writing
Stephen Hill

2. The larger context to this
implementation study within
the Academic Writing Centre

3. Digital Literacies as a Postgraduate
• JISC funded Digital Literacies
Research at the IoE
• Focus groups / multimodal
journalling in year 1
PGCE, taught Masters, taught
Masters (Distance), PhD
• Implementation studies across four
areas in year 2:
Academic Writing Centre
Learning Technologies Unit
Library

4. First year findings highlighted the need for
increased feelings of university inclusion while
studying abroad
Feelings of dissatisfaction with current
asynchronous EAP instruction (website, book on
academic writing)

5. Current non credit bearing EAP ‘face-to-face’
provision at the IoE consists of:
Insessional classes (2 hours X 4 weeks)
Embedded instruction in all departments
Tutorials (30 minutes, face-to-face and by
distance)

6. This case study involved the piloting of an online
synchronous version (using the web
conferencing software Collaborate) of a face-to-
face insessional writing class for graduate
students studying education related courses at
the Institute of Education, University of London.

7. The course was…
Referencing, Quotation, Citation and Plagiarism
Overview
This course is both practical and conceptual and is aimed
at improving awareness of how and why to use sources
within your writing. It will also look at and analyse IOE
policy documents related to using sources.

8. Face-to-face
Web conferencing with
Collaborate

9. This case study consisted of:
(1) gaining ethical approval
(2) identifying the relevant literature for online (writing) provision
in higher education
(3) observation of the face-to-face writing class by an
independent researcher
(4) mapping theoretical constructs that would inform pedagogic
practice
(5) redesigning the face-to-face writing class and recruiting
students
(6) conducting a focus group with students and an interview with
the teacher and the researcher involved in the study.
Note: Students were recruited from current face-to-face student
databases (7 in total). The focus group was conducted by the
independent researcher. The teacher during the course made
journal entries after each session.

10. A brief overview of
Blackboard Collaborate

12. Relevant literature

13. Increased use of web conferencing software within
higher education provision has been accompanied by a
growing amount of literature as to the pragmatic aspects
of the software (e.g. Chatterton, 2012)
Student / teacher technological competence in the online
environment (e.g. Collier et al. 2004; Bower, 2011)

14. Interest in pedagogic practice suited to the specific online
learning environment (e.g. De Freitas and Neumann,
2009; Anderson et al. 2006; McBrien and Jones, 2009)
Within EAP synchronous provision there has been interest
in teacher-led tutorials e.g. the Coventry Online Writing
Laboratory (JISC, 2010) as well as peer response for
writing revision (e.g. Liang, 2010)

15. Observation of the face-to-face
writing class highlighted…

16. Teacher’s use of situated oral narrative strategies (see
Alterio and McDrury, 2002) to communicate difficult to
grasp notions within academic writing e.g. voice /
intertextuality (see Bazerman, 2004)
the extensive use of Ivanič’s ‘talk around text’ strategies
with students in higher education (see Lillis, 2009; 2011)
the continuous back and forth juxtapositioning of modes
(Kress, 2010) presented within separate public (e.g. lecture,
writing on whiteboard) and private spaces (e.g. small group
tasks completed orally or in writing)
(van Leeuwen, 2005, chp. 1 traces the use of space as
semiotic resource)

17. Theoretical constructs that
were drawn on were…

18. Understanding by design (Wiggins and McTighe, 2005)
First identifies desired results and then learning
experiences and instruction planned
Multimodal (re)design (Selander, 2008; Kress and
Selander, 2012)
Draws on the affordances of different modes of
communication
Garrison and Anderson’s (2003) Community of Inquiry
model
Incorporates the notions of online social, cognitive
and teaching presence

19. Focus group findings

20. Students commented on:
Social presence (Elwood et. al, 2012), use of video
was good for socialising but distracting during class
Cognitive presence (wanted opportunities for
reflection – extended writing tasks for homework,
reviewing presentation slides)
Competence with the technology (and the need for
more training)

21. Students commented on:
Pace of tasks (students evenly split with some
thinking it was too slow and others that it was ok,
nobody said it was too fast)
Mode – some students preferred written interaction
Mixed results with preference of face-to-face with
online model (some L2 students said that they
prefer the online class – possibility of language
related ability / confidence)

22. Personal reflection (journal entries)
Blackboard – the learning platform (bandwidth, features)
was fit for purpose
Teaching using personal narrative was very different from
face-to-face classes
Design of tasks needs careful thought – e.g. convergent
tasks, goal setting (with a need for explicit checks of
comprehension)

23. Personal reflection (journal entries)
Conception of space – use of breakout rooms were not
effective (might change with bigger class, in face-to-face
class private space is at best semi-private space)
Talk around text strategies – ideally suited to online
environment
Access to recorded sessions is problematic – The nature
of EAP provision and ethical considerations

24. References
Alterio, M. and McDrury, J. (2002). Learning through storytelling in higher education:
Using reflection and experience to improve learning. London: Routledge.
Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Paz, S. M., Rizzuto, M. (2006). Best
practices in synchronous conferencing moderation: technical evaluation report.
International Review of Research in Open and Distance Learning, (7/1), 1–6.
Bazerman, C. (2004). Intertextuality: How texts rely on other texts. In C. Bazerman and
P. Prior, What writing does and how it does it: An introduction to analyzing texts and
textual practices. London: Lawrence Erlbaum.
Bower, M. (2011). Synchronous collaboration competencies in web conferencing‐
environments – their impact on the learning process, Distance Education, (32/1), 63–
83.
Chatterton, P. (2012). Designing for participant engagement with Blackboard
Collaborate. Retrieved 20 / 03 / 13, from http://www.jisc.ac.uk/media/documents/
programmes/elearning/Collaborateguidance/Blackboard%20Collaborate%20Good
%20Practice%20Guide.pdf
Collier, S., Weinburgh, M.H., & Rivera, M. (2004). Infusing technology skills into a
teacher education program: Change in students’ knowledge about and use of
technology. Journal of Technology and Teacher Education, (12/3), 447–468.

25. References
De Freitas, S. and Neumann, T. (2009). Pedagogic strategies supporting the
use of synchronous audiographic conferencing: a review of the literature.
British Journal of Educational Technology, (46/6), 980–998.
Hodge, R. and Kress, G. (1988), Social Semiotics, Cambridge: Polity.
JISC (2011). Digital Literacies as Postgraduate Attribute. Available at:
http://www.jisc.ac.uk/whatwedo/programmes/elearning/developingdigitalliteraci
es/DigLitPGAttribute.aspx
JISC (2008). Coventry Online Writing Laboratory. Available at:
http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery/cowl.
aspx
Kress, G. (2010). Multimodality. London: Routledge.
Kress, G. and Selander, S. (2012). Multimodal design, learning and cultures of
recognition. Internet and Higher Education, 15, 265–268.

26. References
Liang, M. (2010) Using synchronous online peer response groups in EFL writing:
Revision-related discourse Language Learning & Technology 14 1 45–64
Lillis, T. (2009) ‘Bringing writers’ voices to writing research: talk around texts’, in A.
Carter, T. Lillis and S. Parkin (eds) Why Writing Matters: Issues of Access and Identity in
Writing Research and Pedagogy, pp. 169–87. Amsterdam: Benjamins.
Lillis, T. (2011). Legitimizing dialogue as textual and ideological goal in academic writing
for assessment and publication, Arts and Humanities in Higher Education (10/4) 401–
432.
McBrien, J. L. and Jones, P. (2009). Virtual Spaces: employing a synchronous online
classroom to facilitate student engagement in online learning. International Review of
Research in Open and Distance Learning, (10/3), 1–17.
Rowsell, J. and Decoste, E. (2012): (Re)designing writing in English class:
a multimodal approach to teaching writing, Pedagogies: An International Journal, (7/3),
246–260.
Selander, S. (2008). Designs for learning – A theoretical perspective. Designs for
learning. (1/1), 10–24.