In lieu of an abstract, here is a brief excerpt of the content:502 Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. Jaime Madden Teaching Online: Issues of Equity and Access in Writing-centric Formats The COVID-19 pandemic has turned us all into online teachers. In the context of this crisis, we have quickly learned new technologies and the affordances of asynchronous and synchronous delivery. We have grappled with the challenges of building community and supporting active (...) engagement, and we have turned to adapting our assessment methods for the remote environment. We have done this work at traditional colleges and universities, where online teaching was formerly the purview of graduate students and adjunct instructors. Online learning can no longer be associated with those who struggle to access traditional classrooms, such as disabled students and those who attend for-profit colleges. Instead, access to online learning can now be associated with access to wealth and to health—specifically as relates to avoiding contact with the virus. In K-12 education, we have seen districts that largely enroll white students make the decision to continue online or go hybrid for the fall 2020 semester, whereas those that largely enroll students of color are returning to the classroom.1 Inequalities pervade the teaching landscape as well. Teaching is not a job usually marked as high risk, but within this environment, some 1. The work of activist and artist @bmore_radical shows how these decisions are being made in Baltimore, Maryland. See https://www.instagram.com /bmore_radical/?hl=en. Jaime Madden 503 bodies suffer at higher rates. In a recent article published in this journal, coauthors writing as the Brocher Foundation Feminist Collective describe their experience and knowledge “of the ways that academia produces sickness.”2 The authors are white and cisgender women at Anglo-American and European universities, and even though they acknowledge that they did not experience high levels of racism, classism, linguistic marginalization, and/or illness, they still found themselves—at different stages of their careers—“worn thin” in a system where “bodies are disposable.”3 Commenting on this problem in another context, disability studies scholar Alison Kafer notes that disability is “more fundamental, more inevitable, for some than others.”4 The pandemic has made this much clear: able-bodied people are “temporarily able-bodied,” and those who experience racism and classism are among the most frequently and intensely sickened. In attending to how teachers and students transition online en masse, we need to consider how we are differently positioned within institutions governed by the logics of racialized capitalism. It is important to recognize not only which students can access these online spaces but also which skills such spaces tend to reward. It is also important to ask which teachers are disproportionately impacted by the transition online. In this piece, I describe the challenges of assessment and then wrestle with broader questions of access as a scholar invested in feminist studies and disability studies. The tension in online education between its promise of access and its methods of assessment is, I argue, worthy of urgent attention. The Challenges of Assessment I have taught online courses at four institutions: two private colleges and two public universities. Good teaching and learning can undoubtedly happen across a range of spaces. In online environments, I have found that my best teaching happens in the feedback I give students. 2. Laura Bisaillon, Alana Cattapan, Annelieke Driessen, Esther van Duin, Shannon Spruit, Lorena Anton, and Nancy S. Jecker, “Doing Academia Differently: ‘I Needed Self-Help Less Than I Needed a Fair Society,” Feminist Studies 46, no. 1 (2020): 132. 3. Bisaillon, et al., “Doing Academia Differently,” 136, 140. 4. Alison Kafer, Feminist, Queer, Crip (Bloomington: Indiana University Press, 2013), 26. 504 Jaime Madden This is understandable since assessment practices are important teaching opportunities in all contexts. In online environments, and particularly in asynchronous teaching, I have found that it is while carrying out assessments of student work that my most intense teaching occurs. It is through grading and offering comments on papers and assignments that I am most directly in communication with students as their teacher. When I mark student work, I ask questions of students, I prompt them to consider how our course materials may be placed... (shrink)

This volume raises provocative questions about the status of words and literature in contemporary culture. It argues that words and images are equal and that the vast number of text messages, e-mails, tweets, comments, blogs, and daily social network posts confirms textuality's central role in new media. This is especially true of writing, as old and new forms mix online and off, reconfiguring so prolifically that no single theory can explain it, let alone project its future. This volume (...) explores multiple questions in depth: are microblogs a new literary genre? What happens when Japanese haiku crosses cultures? Is writing still an act of individuality or has it become a modern technological innovation? (shrink)

In this paper we explore the phenomenon of writing online. We ask, ‘Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off‐line environment?’ In writing online, the author is engaged in a spatial complexity of physical, temporal, imaginal, and virtual experience: the writing space, the space of the text, cyber space, etc. At (...) times, these may provide a conduit to a writerly understanding of human phenomena. We propose that an examination of the phenomenological features of online writing may contribute to a more pedagogically sensitive understanding of the experiences of online seminars, teaching and learning. (shrink)

Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires. In addition, four learners followed a think-aloud protocol (...) while revising and responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use. (shrink)

The unexpected death of a child is one of the most challenging losses as it fractures survivors’ sense of parenthood and other layers of identity. Given that not all the bereaved parents who have need for support respond well to available treatments and that many have little access to further intervention or follow-up over time, online interventions featuring therapeutic writing and peer support have strong potential. In this article we explore how a group of bereaved mothers experienced the (...) process of participating in an online course in therapeutic writing for the integration of grief. Our research questions were: How do parents who have lost a child experience being part of an online course in therapeutic writing? What are the perceived benefits and challenges of writing in processing their grief? We followed an existential phenomenological approach and analyzed fieldwork notes (n= 13), qualitative data from the application and assessment surveys (n= 35;n= 21), excerpts from the journals of some participants (n= 3), and email correspondence with some participants (n= 5). We categorized the results in three meaning units: (1) where does my story begin? The “both and” of their silent chaos; (2) standing on the middle line: a pregnancy that does not end; (3) closures and openings: “careful optimism” and the need for community support. Participants experienced writing as an opportunity for self-exploration regarding their identities and their emotional world, as well as a means to develop and strengthen a bond with their children. They also experienced a sense of belonging, validation, and acceptance in the online group in a way that helped them make sense of their suffering. Online writing courses could be of benefit for bereaved parents who are grieving the unexpected death of a child, but do not replace other interventions such as psychotherapy. In addition to trauma and attachment informed models of grief, identity informed models with a developmental focus might enhance the impact of both low-threshold community interventions and more intensive clinical ones. Further studies and theoretical development in the area are needed, addressing dialogical notions such as the multivoicedness of the self. (shrink)

In this paper we explore the phenomenon of writing online. We ask, 'Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?' In writing online, the author is engaged in a spatial complexity of physical, temporal, imaginal, and virtual experience: the writing space, the space of the text, cyber space, etc. At (...) times, these may provide a conduit to a writerly understanding of human phenomena. We propose that an examination of the phenomenological features of online writing may contribute to a more pedagogically sensitive understanding of the experiences of online seminars, teaching and learning. (shrink)

This chapter contains sections titled: Where Are We When We Write? Writing Public Cyberwriting Writing the Distance to the Other Entering the Page: Proximity and Distance Writing Revisited Note References.

Drawing on the sociocultural approach, this study aims to explore EFL learners’ perceptions toward collaborative writing, and the role that learners’ emotions play as a factor influencing their collaboration and achievements in face to face and Blackboard Chatbox as applied in their EFL classes. A mixed-methods research approach was used with a sample of 58 male students enrolled in writing courses at three levels at the Department of English Language and Translation, Qassim University. Three instruments were used for (...) data collection; a 45-item closed-ended questionnaire, semi-structured interviews, and the learners’ overall performance. The findings shown that most learners have positive perceptions toward studying online through Blackboard, and Blackboard Chatbox. Furthermore, Blackboard Chatbox could provide necessary affordances to facilitate learners’ emotion, which could enhance their collaborative writing. However, no significant difference was observed between learners’ performance in the two models of instruction. Taken together, the results of the present study enhance current understanding of the role of learners’ emotions in collaborative writing with the use of technology. (shrink)

Generally, online support groups are viewed as low-threshold services. We challenge this assumption with an investigation, based on Conversation Analysis and Membership Categorization Analysis, of contributions to an online support group on eating disorders. In this analysis we show how a new member interacts with existing members in order to display legitimacy for membership of the group. The group operates as a Community of Practice, since membership is organized as joined participation in a writing practice. It becomes (...) clear that becoming a member involves subscribing to normative requirements, centrally, displaying the insight that you are ill. In the case we focus on, this involves the requirement to leave pro-anorexia as a membership category behind. The novice does not yet seem ready to subscribe to this norm and thus the threshold for seeking support is heightened. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. (...) The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

Any comprehensive interpretation of the Theaetetus has to provide answers to, among others, two very general questions concerning that dialogue: "What is Plato's relation to the problems faced in the Theaetetus?" and "What is the significance of the absence of the Forms from the discussion of the Theaetetus, given their undoubted relevance to the topic of the dialogue, i.e. knowledge?" Predominantly, the answer given to the first question in the literature has been that the problems are those that Plato is (...) trying to tackle and the one to the second question, when it has been addressed at all, that the Forms are left out of the discussion because Plato no longer thought them relevant, either for having abandoned or seriously revised them, by the time of writing the Theaetetus. In this study of the Wax Block and the Aviary models of judgment that occur in the second part of the Theaetetus as part of its discussion of the problem of false judgment, I argue that the problems faced there actually arise because of the neglect of Forms. The discussion of the second part is, I contend, carried out on a materialist ontology, an ontology assumed because it suits the definition of knowledge as true judgment which inaugurates that part of the dialogue, an ontology in no way subscribed to by Plato. The Wax Block is, I explain, a materialist model and fails in the case of judgments about numbers for treating them on a par with material subjects, ignoring their intelligible status. In particular, it fails to distinguish judging 5 and 7 to be 11 from judging 12 to be 11 because of its neglect of Forms; Plato would distinguish those judgments by distinguishing 5 and 7 from 12 with help from his part-whole analysis, to which the Forms are essential. (shrink)

Peer feedback is essential in writing English as a Second/Foreign Language. Traditionally, offline PF was more widely favored but nowadays online peer feedback has become frequent in ESL/EFL learners’ daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and (...) analyze the data, i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners’ gains, the OPF is basically divided into two categories, involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky’s sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions, despite some overlaps that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the “student-centered” teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing. (shrink)

When the city of Wuhan was severely locked down on January 23, 2020 for 76 days due to the coronavirus outbreak, many residents started writing “lockdown diaries.” This article argues these diaries constitute a kind of performance art for their authors, specifically, an 'art of endurance' as described by Shalson (2018). Keeping a diary requires a plan, but the following through of the plan is a contingent process requiring efforts and endurance. The challenges become particularly daunting for authors of (...) online diaries in pandemic times. The article analyzes multiple types of endurance associated with the Wuhan lockdown diarists, showing that in digitally-driven environments, where potential collective responses are a key context, the lockdown diaries of Wuhan, like works of endurance art, engage with meanings that reach far beyond their original experience and context. Their stories of endurance are an allegory of the endurance of the entire city of Wuhan. (shrink)

In this article we study how members of an interdisciplinary research team use an online forum for communicating about their research project. We use the concepts of "community of practice" and "connectivity" to consider the online interaction within a wider question of how people from different academic traditions "do" interdisciplinarity. The online forum for this Grey and Pleasant Land project did not take off as hoped, even after a series of interventions and amendments, and we consider what (...) the barriers were and how they might be overcome. Barriers to involvement included participants' expectations of interaction and collaboration--expectation that real interaction happens elsewhere, tensions between academic discourse and forum talk norms, unfamiliarity with the technology, and different conceptions of appropriate academic discussion. We suggest that common academic practice does not prepare us well for creating interdisciplinary research communities through online collaboration tools, whereas such tools are our best bet currently for including geographically dispersed members in collaborative projects. Therefore, careful planning and competence building would be necessary if such tools are to be used in collaborative research. Suggested interventions, based on our experience, include providing a more focused forum, making technical support easily available, and setting up particular tasks or items to debate, within a preset, synchronous timeframe, focusing on issues relevant to the project at that time. (shrink)

The idea of “style” emerges at several important points throughout Husserl’s oeuvre: in the second part of the Crisis of the European Sciences, the lectures on intersubjectivity published in Husserliana XV, and in the analyses of transcendental character and intersubjectivity in the second book of the Ideas. This paper argues that the idea of style, often overlooked, is in fact central to understanding Husserl’s conception of the person and intersubjective relations, its role in the latter captured in his odd turn (...) of phrase, “intuitive flair.” Moreover, by showing the interdependence between the ideas of style and institution Stiftung), I argue that institution also has a central role in Husserl’s account of constitution and personhood. The relevance of the relation between institution and style goes beyond Husserlian phenomenology. In his late writings, Merleau-Ponty makes this relation the centerpiece of his attempts at an “indirect-ontology.” Thus the investigation of Husserl’s concept of style that I carry out here becomes an important propaedeutic for the study of style that Merleau-Ponty calls for in his later work. In brief, the concept of style has an important role to play in any phenomenological account of personhood and intersubjective relations. (shrink)

Trust between transaction partners in cyberspace has come to be considered a distinct possibility. In this article the focus is on the conditions for its creation by way of assuming, not inferring trust. After a survey of its development over the years (in the writings of authors like Luhmann, Baier, Gambetta, and Pettit), this mechanism of trust is explored in a study of personal journal blogs. After a brief presentation of some technicalities of blogging and authors’ motives for writing (...) their diaries, I try to answer the question, ‘Why do the overwhelming majority of web diarists dare to expose the intimate details of their lives to the world at large?’ It is argued that the mechanism of assuming trust is at play: authors simply assume that future visitors to their blog will be sympathetic readers, worthy of their intimacies. This assumption then may create a self-fulfilling cycle of mutual admiration. Thereupon, this phenomenon of blogging about one’s intimacies is linked to Calvert’s theory of ‘mediated voyeurism’ and Mathiesen’s notion of ‘synopticism’. It is to be interpreted as a form of ‘empowering exhibitionism’ that reaffirms subjectivity. Various types of ‘synopticon’ are distinguished, each drawing the line between public and private differently. In the most ‘radical’ synopticon blogging proceeds in total transparency and the concept of privacy is declared obsolete; the societal gaze of surveillance is proudly returned and nullified. Finally it is shown that, in practice, these conceptions of blogging are put to a severe test, while authors often have to cope with known people from ‘real life’ complaining, and with ‘trolling’ strangers. (shrink)

The study aims to explore the roles of Massive Open Online Courses based on deep learning in college students’ English grammar teaching. The data are collected using a survey. After the experimental data are analyzed, it is found that students have a low sense of happiness and satisfaction and are unwilling to practice oral English and learn language points in English learning. They think that college English learning only meets the needs of CET-4 and CET-6 and does not take (...) it as the ultimate learning goal. After the necessity and problems in English grammar teaching are discussed, the advantages of flipped classrooms of MOOCs are discussed in English grammar teaching. A teaching platform is constructed to study the foreign language teaching mode under MOOCs, and classroom teaching is combined with the advantages of MOOCs following the principle of “teaching students according to their personalities” to improve the listening, speaking, reading, writing, and translation skills of foreign language majors. The results show that high-quality online teaching resources and the deep learning-based teaching environment can provide a variety of interactive tools, by which students can communicate with their peers and teachers online. Sharing open online communication, classroom discussion, and situational simulation can enhance teachers’ deep learning ability, like the ability to communication and transfer thoughts. Constructivism with interaction as the core can help students grasp new knowledge easily. Extensive communication and interaction are important ways for learning and thinking. The new model provides students with profound learning experience, expands the teaching resources of MOOCs around the world, and maximizes the interaction between online and offline teachers and students, making knowledge widely rooted in the campus and realizing the combination of online resources and campus classroom teaching. Students can learn the knowledge through autonomous learning and discussion before class, which greatly broadens the learning time and space. In the classroom and after class, the internalization and sublimation of knowledge are completed through group cooperation, inquiry learning, scenario simulation, display, and evaluation, promoting students to know about new knowledge and highlighting the dominant position of students. (shrink)

Narrative analysis, creative writing, and interactive reflective writing have been identified as valuable for professional identity formation and resilience among medical and premedical students alike. This study proposes that medical student blogs are novel pedagogical tools for fostering peer-to-peer learning in academic medicine and are currently underutilized as a near-peer resource for premedical students to learn about the medical profession. To evaluate the pedagogical utility of medical student blogs for introducing core themes in the medical humanities, the authors (...) conducted qualitative analysis of one hundred seventy-six reflective essays by baccalaureate premedical students written in response to medical student-authored narrative blog posts. Using an iterative thematic approach, the authors identified common patterns in the reflective essays, distilled major themes, coded the essays, and conducted narrative analysis through close reading. Qualitative analysis identified three core themes and one overarching theme. The premedical students’ essays demonstrated significant self-reflection in response to near-peer works, discussed their perceptions of medical professionalism, and expressed concerns about their future progress through the medical education system. The essays consistently attributed the impact of the medical student narratives to the authors’ status as near-peers. The authors conclude that reading and engaging in reflective writing about near-peer blog posts encourages premedical students to develop an understanding of core concepts in the medical humanities and promotes their reflection on the profession of medicine. Thus, incorporating online blogs written by medical trainees as narrative works in medical humanities classrooms is a novel pedagogical method for fostering peer-to-peer learning in academic medicine. (shrink)

This article is about the conception of truth and signification in Augustine's early philosophical writings. In the first, semantic-linguistic part, the gradual shift of Augustine's position towards the Academics is treated closely. It reveals that Augustine develops a notion of sign which, by integrating elements of Stoic epistemology, is suited to function as a transmitter of true knowledge through linguistic expressions. In the second part, both the ontological structure of signified things and Augustine's solution to the apparent tautologies of mathematical (...) truths are examined. Again his notion of sign turns out to be the keystone; this time, however, the natural in contrast to the conventional sign of linguistic expressions. In their complementarity, both parts show how Augustine intensely struggles with and overcomes the skepticism of the sensible world through his conception of sign and signification. (shrink)

The late medieval discussion of 'nobility' defined in philosophical terms, produced a large number of writings, many of which are still unedited. Nevertheless, modern philosophical historiography has neglected the conceptual debates on nobility. Perhaps having assumed it to be a dead relic of the 'pre-illuminist' past, historians and philosophers understood 'nobility' as a non-philosophical issue and so it still appears in contemporary scholarship. The first aim of this essay is to draw attention to this issue by presenting a sort of (...) preliminary catalogue of the different types of conceptualizations of 'mobility'. By exploring the meanings and philosophical employment of the expressions 'bene nasci' and 'bene natus', this article also reveals a new aspect of the Aristotelian notion of magnanimity. (shrink)

This article examines how weblog authors present their online gender identity, in order to establish how these modes of presentation fit into the research landscape about gender identity and computer-mediated communication. After a preliminary descriptive analysis of a sample of Dutch and Flemish weblogs, the authors conduct a qualitative content analysis of four of these `blogs'. They conclude that these weblog writers present their gender identity through narratives of `everyday life' that remain closely related to the binary gender system. (...) However, their performance of `masculinity' and `femininity' is more diffuse and heterogeneous than some theories in the field of gender and CMC would assume. In addition, the act of diary writing on weblogs can be understood as challenging the masculine connotation of the weblog as an ICT, demonstrating that the use of a technology is pivotal in shaping the ways in which technologies themselves are conceived of as `masculine' or `feminine'. (shrink)

Representations of nonhuman wild animals in children's stories and toys underwent dramatic transformation over the years 1830-1915. During the earlier part of that period, wild animals were presented to children as being savage and dangerous, and that it was necessary for them to be killed or brutally constrained. In the 1890s, an animalcentric discourse emerged in Nature writing, along with an animal-human symbiosis in scientific child study that highlighted childhood innocence, resulting in a valuing of wild animals based upon (...) their similarity to humans. This article will describe the aesthetic devices of children's stories and play materials in relation to the dominant, emerging, and residual ideas about the wild communicated by adults to children through these means. (shrink)

In recent years, online direct-to-consumer pharmaceutical companies have been created as an alternative method for individuals to get prescription medications. While these companies have noble aims to provide easier, more cost-effective access to medication, the fact that these companies both issue prescriptions as well as distribute and ship medications creates multiple ethical concerns. This paper aims to explore two in particular. First, this model creates conflicts of interest for the physicians hired by these companies to write prescriptions. Second, the (...) lack of direct contact from physicians may be harmful to prospective patients. After analysing these issues, this paper argues that there ought to be further consideration for regulation and oversight for these companies. (shrink)

This research aims to understand how two basic schemas—vigilante and reparation—influence online public complaining. Drawing on two experiments, a longitudinal field study and content analysis of online complaints, the current research makes three core contributions. First, we show that for similar service failures, each schema is associated with different justice motivations, which have different moral implications for consumers. Second, vigilante and reparation complainers write complaints in a different manner and are drawn to different online platforms; this information (...) is helpful to identify complainers using each schema. Third, the schemas moderate the process leading to different post-complaint benefits. Specifically, perseverance has a greater effect on obtaining a resolution for reparation complainers compared to vigilantes. Additionally, whereas a recovery leads to an increase in positive affect for reparation complainers, vigilantes experience a high level of positive affect simply by posting their complaint. The theoretical, ethical, and managerial implications of these findings are discussed. (shrink)

Trust between transaction partners in cyberspace has come to be considered a distinct possibility. In this article the focus is on the conditions for its creation by way of assuming, not inferring trust. After a survey of its development over the years (in the writings of authors like Luhmann, Baier, Gambetta, and Pettit), this mechanism of trust is explored in a study of personal journal blogs. After a brief presentation of some technicalities of blogging and authors’ motives for writing (...) their diaries, I try to answer the question, ‘Why do the overwhelming majority of web diarists dare to expose the intimate details of their lives to the world at large?’ It is argued that the mechanism of assuming trust is at play: authors simply assume that future visitors to their blog will be sympathetic readers, worthy of their intimacies. This assumption then may create a self-fulfilling cycle of mutual admiration. Thereupon, this phenomenon of blogging about one’s intimacies is linked to Calvert’s theory of ‘mediated voyeurism’ and Mathiesen’s notion of ‘synopticism’. It is to be interpreted as a form of ‘empowering exhibitionism’ that reaffirms subjectivity. Various types of ‘synopticon’ are distinguished, each drawing the line between public and private differently. In the most ‘radical’ synopticon blogging proceeds in total transparency and the concept of privacy is declared obsolete; the societal gaze of surveillance is proudly returned and nullified. Finally it is shown that, in practice, these conceptions of blogging are put to a severe test, while authors often have to cope with known people from ‘real life’ complaining, and with ‘trolling’ strangers. (shrink)

To reduce the workload of paper evaluation and improve the fairness and accuracy of the evaluation process, a writing assistant scoring system for English as a Foreign Language (EFL) learners is designed based on the principle of machine learning. According to the characteristics of the data processing process and the advantages and disadvantages of the Browser/server (B/s) structure, the equipment structure design of the project online evaluation teaching auxiliary system is further optimized. The panda method is used to (...) read the data, the clean method is used to realize the data preprocessing, the model test is carried out, the cross validation method is selected, the data is divided in advance, and the process of programming the problem scoring system is further optimized, the automatic scoring technology is constructed by English teaching recognition module, feature extraction module and scoring module, the table structure of programming problems is designed, the auxiliary evaluation program of English writing is designed, and the design of writing auxiliary scoring system is completed. The analysis of the experimental results shows that the accuracy of the system is close to 90%, and the total average difference is 0.56. The system can normally take out a variety of test papers. Considering the subjectivity of manual scoring and the impact of key code setting on scoring, the carefully set key code can effectively improve the scoring accuracy of the system. The scoring strategy of the automatic scoring system is effective and the scoring effect is good, and it can be used in practical application. (shrink)

The question initially raised in this paper was on how one’s religious sensibility affects one’s response to suffering. Focusing on three particular disasters that hit the Philippines, we look at the various media sources: the writing about the rains and flooding found in broadsheets and online media, and some ethnographic descriptions coming from the social sciences; we also look at experiential or anecdotal sources. All this provides us with material to establish certain traits and topics that come to (...) fore in times of disaster, including such concerns as the lessons learned during disaster, the wrath of God, and points of cultural pride such as notions of solidarity and resilience. A significant upshot of this study has been the recognition of epistemic and methodological reevaluations that had to constantly be taken. This concludes in a retrieval of the contextuality of suffering, a redefinition of what it means to say that the response is a Christian one, and finally a proposal that paying closer attention to these points, in addition to non-philosophical sources, might be a way of rethinking the problem of suffering beyond the scope of traditional theodicies. (shrink)

This corpus analysis of linguistic and semantic features in French parliamentary debates concerning online hate speech regulation, highlights tensions between state powers and private rights. Two key themes are identified: first, the _problem of definition_: how such online content is defined in the debates, and second, the _problem of regulation_: how the debates negotiate the supra-jurisdictional and individual jurisdiction issues involved, in regulating both the global online content and the responsibilities of the owners of the platforms who (...) manage the content. For this analysis, the authors created a corpus of French National Assembly Examination Committee discussions and public sessions between July 2019 to January 2020 discussing the _Loi Avia _(Avia Law). The corpus was analysed using quali-quantitative methods. Overall, the study combines a top-down (global) and a bottom-up (local) analysis of the data, applying corpus semantic approaches (Lecolle et al. in Langages 210(2):35–54, 2018; Rastier in The Routledge handbook of semantics, Routledge, pp 507–522, 2015) to contextualize the analysis of the meta-discourse (Hyland in Meta-discourse: exploring interaction in writing, 1st ed. Bloomsbury Academic, Bloomsbury Collections, 2018. https://doi.org/10.5040/9781350063617 ). The analysis highlights the linguistic features revealing the power dynamics inherent within the discourse and counter-discourse of the dominant and opposition political parties respectively. (shrink)

This chapter provides an analysis of the long process of introducing an electronic identity for online authentication in Germany. This process is described as a multi-facet innovation, involving actors from different policy fields shifting over time. The eID process started in the late ‘90s in the context of eGovernment and eCommerce with the legislation on e-signatures, which were supposed to allow for online authentication of citizens. When after 5 years it was recognized that this was not the case, (...) a new digital ID card, which had meanwhile been announced, was chosen as token for the eID. This process was dominated by the concerns for visual inspection and border control, including the storage of digital fingerprints. Under the leadership of the Ministry of the Interior (BMI) and technical guidance of the Federal Agency for Information Security (BSI), technical specifications have to a large extent been adopted from the electronic passport, which had been smoothly introduced 2 years before. However, in the legislative process some concern regarding digital fingerprints on the eID card was raised and led to an opt-in solution. In 2009, a bill on the new ID card was passed which regulates the eID function for online authentication as well. This is characterized as a radical innovation by introducing a double-sided, mutual authentication of the citizen and the service provider and implementing the principle of proportionality regarding the access of service providers to data on the chip. At the time of writing, field tests are conducted. Roll-out of the new eID card is to start in November 2010. Therefore no figures about adoption can be provided here. (shrink)

"Can Freud be 'updated' in the twenty-first century, or is he a venerated but outmoded genius?" asks Jerry Aline Flieger. In Is Oedipus Online? Flieger stages an encounter between psychoanalysis and the new century, testing the viability of Freud's theories in light of the emergent realities of our time. Responding to prominent critics of psychoanalysis and approaching our current preoccupations from a Freudian angle, she presents a reading of Freudian theory that coincides with and even clarifies new concepts in (...) science and culture. Fractals, emergence, topological modeling, and other nonlinearities, for example, can be understood in light of both Freud's idea of the symptom as a nodal point and Lacan's concept of networks that link psychic realities. At the same time, Flieger suggests how emerging paradigms in science and culture may elucidate Freud's cultural theory.Like Slavoj Zizek, editor of the Short Circuits series, Flieger shifts effortlessly from field to field, discussing psychoanalysis, millennial culture, nonlinear science, and the landscape of cyberspace. In the first half of the book, "Re-siting Oedipus," she draws on the work of Lyotard, Zizek, Deleuze, Virilio, Baudrillard, Haraway and others, to refute the assumption of Freud's outdatedness in the new century. Then, in "Freud Sitings in Millennial Theory," she recasts oedipal theory, siting/sighting/citing Freud in a twenty-first-century context. Thinking of Oedipus -- decipherer of enigmas, wanderer -- as a navigator or search engine allows us to see psychoanalysis as a navigation device for the cultural maze of the "bimillennial" era, and Oedipus himself as a circuit of intersubjective processes by which we become human. For humanity -- still needed in the "posthuman" century -- is at the core of Freud's theory: "Reading Freud today," Flieger writes, "reminds us of the complications of the Sphinx's riddle, the enigma that Oedipus only thought he solved: the question of what it is to be human. Psychoanalysis continues to pose that question at the crossroads between instincts and their vicissitudes.". (shrink)

Literacy is an essential skill. Learning to read is a requirement for becoming a self-providing human being. However, while spoken language is acquired naturally with exposure to language without explicit instruction, reading and writing need to be taught explicitly. Decades of research have shown that well-structured teaching of phonological awareness, letter knowledge, and letter-to-sound mapping is crucial in building solid foundations for the acquisition of reading. During the COVID-19 pandemic, children worldwide did not have access to consistent and structured (...) teaching and are, as a consequence, predicted to be behind in the development of their reading skills. Subsequent evidence confirms this prediction. With the best evidence-based practice in mind, we developed an online version of a well-structured early literacy training program for 5-year-old children. This 2-week online Reading Camp program is designed for pre-K children. It incorporates critical components of the fundamental skills essential to learning to read and is taught online in an interactive, multi-sensory, and peer-learning environment. We measure the participants’ literacy skills and other related skills before and after participating in the online Reading Camp and compare the results to no-treatment controls. Results show that children who participated in the online Reading Camp improved significantly on all parameters in relation to controls. Our results demonstrate that a well-structured evidence-based reading instruction program, even if online and short-term, benefits 5-year-old children in learning to read. With the potential to scale up this online program, the evidence presented here, alongside previous evidence for the efficacy of the in-person program, indicates that the online Reading Camp program is effective and can be used to tackle a variety of questions regarding structural and functional plasticity in the early stages of reading acquisition. (shrink)

This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions of beginning online teachers reveals that most accept the notion that putting one’s lecture notes online produces effective learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power differential. This, (...) in turn, has major implications for faculty and course development, student selection criteria, the cost of instruction, and the outcomes of education. Effective online teaching focuses on processes of learning rather than outcomes, and is consistent with modern principles of learning that emphasize focusing on issues of high interest to learners, teaching students to use skills of active and effective learning, providing prompt feedback, and enabling students to establish learning goals and employ alternative paths to achieving those goals. Multiple ways of operationalizing these goals online are presented. Tips are offered concerning selection of students who are capable of benefiting from the online experience, developing curriculum that is user-friendly, using resources that stimulate good writing and critical thinking, and limiting class size to a manageable number. (shrink)

Elliott Sober: Did Darwin Write the Origin Backwards? Philosophical Essays on Darwin’s Theory Content Type Journal Article Category Book Review Pages 1-6 DOI 10.1007/s10441-012-9151-7 Authors Raphael Scholl, History and Philosophy of Science, Institute of Philosophy, University of Bern, Länggassstr. 49a, 3012 Bern, Switzerland Journal Acta Biotheoretica Online ISSN 1572-8358 Print ISSN 0001-5342.

Asynchronous discussion boards are a common pedagogical tool used by history faculty to promote engaged learning, content comprehension, and historical thinking, writing, and research skills in online courses. Although many higher education institutions are increasing their online history course offerings, there is a gap in the literature about the effectiveness of online teaching on student learning. As initiatives aimed at promoting HIPs at colleges and universities continue to grow, there is a need to examine whether the (...) implementation of the asynchronous discussion board can be considered a HIP, especially when promoting writing intensity and undergraduate research in online history courses. Therefore, the purpose of this study is to examine whether the facilitation of asynchronous discussion boards serves as a HIP. The researcher conducted this study with a total of 167 undergraduate students enrolled in three sections of an online survey United States history course where she taught at a large four-year university in a metropolitan region of the Southeast. (shrink)

In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as “being-here-now,” a “movement toward becoming,” and as gelassenheit or “releasement toward things.” We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing (...) enhances the sense of being-here-now, and facilitates the co-inhabiting of online learning spaces that lack co-presence of bodies in the same physical environment. (shrink)

Ten commandments of philosophical writing.

The aim of this paper is to explore the effectiveness of critical thinking for improving the writing skill of undergraduate Arab students who study English Literature at Saudi universities under lockdown circumstances due to the COVID-19 pandemic. At the same time, it explores the impact of implementing Facebook as an online Constructivist tool to improve this skill. A general overview of the status of English language education in Saudi Arabia is briefly presented to shed light on the ongoing (...) English language challenges in learning writing for undergraduate students in the English language and literature departments, which got more manifested due to the current status of education mode with the emergence of the pandemic. Two-group posttest-only randomized experiment was employed to evaluate the effectiveness of the proposed model, using the infusion and constructivism approaches. A total of 40 students enrolled in a literature course at a private university in Saudi Arabia participated in the experiment. The treatment was conducted through utilizing Facebook. The results demonstrated that students’ improvement in English writing was due to the combination of the infusion of a set of critical skills and the constructivist teaching and learning mode. (shrink)

International students often turn to various sources for help, including writing center tutors, friends, faculty mentors, online sources such as Google translate, and proofreading and editorial services, among others. While receiving help from these sources is both understandable and somewhat expected, what type and level of help is appropriate or ethical is not always clearly defined. The current research study investigates perceptions of faculty and international students at one U.S. university as to what is ethical in academic (...) class='Hi'>writing help for international students in 17 different scenarios. Findings suggest that students, far more than faculty, lacked certainty and agreement on whether certain help they may receive is ethical. The two groups’ views also varied on machine translation and the use of for-pay editors. Faculty, in general, had the least agreement on the use of machine translation and the use of a for-pay editing service for sentence- and discourse-level help and expressed that specific contexts and instructor’s expectations should be taken into consideration. Also, perceptions of students from East Asia showed notable differences. We argue that establishing and communicating clear guidelines concerning writing help should be part of any policy of academic integrity and present an “ethicality index” to help begin conversations as each institution, program, or faculty establishes the boundaries of ethical writing help in a specific context. (shrink)

Online consumer reviews are increasingly being written on and posted from mobile devices such that some platforms have started to indicate when this is the case with cues such as “via mobile”. Reviews from mobile devices differ from those from non-mobile devices; for example, reviews from mobile devices are more likely to include typographical errors. For this study, a web-based experiment was conducted to investigate viewers’ evaluation and adoption of online reviews in regard to a mobile cue and (...) typographical errors. The results indicate an interaction effect between the presence of a mobile cue and typographical errors. When a review did not include typographical errors, the presence of a mobile cue negatively affected the evaluation and adoption of information. However, the effects of a mobile cue were not significant for a review with typographical errors. Further, the results suggest that the viewer’s perception of the review writing effort and the review’s information usefulness are sequential mediators explaining the information adoption mechanism. The findings provide interesting insights into consumers’ perceptions of online reviews in the current media landscape in which the large-scale adoption of mobile devices is a well-recognized phenomenon. (shrink)

This study used design-based research approaches to investigate student plagiarism in an online course, with the objective of determining the instructional interventionist strategies that can help students avoid the practice in online courses. Twenty eight undergraduate students who were engaged in a semester-long online course in Educational Technology at a private university in Ghana participated in the study. Drawing on relevant learning and related theories, the study implemented different learning activities pertaining to plagiarism at regular intervals during (...) the semester, and then subsequently analyzed students’ individual and group course writings for evidence of plagiarism. Findings reveal that regular and varied instructional interventions helps students reduce and eventually avoid plagiarism in the online learning environment. Students were also found to plagiarize to a much lesser extent when they worked in groups than when they worked individually. Implications of these findings for the design and management of online learning courses in higher education are briefly discussed. (shrink)

This paper explores the idea that wellbeing and healthy development should be the central goal of school music programs. After establishing a framework of student wellbeing, the metaphor of rites of passage experiences is employed—through Joseph Campbell's hero's journey and Jane McGonigal's analysis of the benefits of online gaming—as one way to think about high school music programs as potential sites for contributing to optimal adolescent wellbeing. Writing at the nexus of practice and theory the authors analyze two (...) rites of passage examples from their high school music classrooms. Musicking experiences that offer students openings for embarking upon rites of passage hold potential for addressing students' needs for autonomy, relatedness, and competence—needs Richard Ryan and Edward Deci document as predictive of psychological wellbeing in all cultures and that Dissanayake argues are evolved psychobiological needs. (shrink)

'Ghosting' or the unethical practice of having someone other than the student registered in the course take the student's exams, complete their assignments and write their essays has become a common method of cheating in today's online higher education learning environment. Internet-based teaching technology and deceit go hand-in-hand because the technology establishes a set of perverse incentives for students to cheat and institutions to either tolerate or encourage this highly unethical form of behavior. For students, cheating becomes an increasingly (...) attractive option as pre-digital safeguards-for instance, in-person exam proctoring requirements and face-to-face mentoring-are quietly phased out and eventually eliminated altogether. Also, as the punishments for violating academic integrity policies are relaxed, the temptation to cheat increases accordingly. For institutions, tolerating, normalizing and encouraging one type of student cheating, ghosting, improves the profitability of their online divisions by bolstering student enrolments and retention. In universities and colleges across the globe, online divisions and programs have become thriving profit centers, not because of the commonly attributed reasons (student ease, safety during health crises and convenience of taking courses online), but due to a single strategic insight: Ubiquitous opportunities for ghosting improve profit margins and maximize revenue. (shrink)

In the recent literature on formation in online theological education, a number of thematic strands can be delineated: the apologetic, didactic, pedagogical, empirical, and geographical strands. However, apart from the early apologetic stage of the discussion theological reflection plays a minor role in the literature. In this article, I argue that theology plays a limited and superficial role in contemporary writings about formation in online theological education. Yet, spiritual formation in online theological education needs theological grounding. Given (...) the accelerated shift to forms of online education across the world, such theological grounding is an urgent task. In this renewed theological engagement, three areas especially call for sustained attention: the multi-faceted nature of spiritual formation; the question of agency in spiritual formation and the consequences for the theological curriculum; and engagement with theological traditions that offer ample material to guide our contemporary thinking about spiritual formation. (shrink)