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OWI Principles and Effective Practices

Overarching Principle
OWI Principle 1: Online writing instruction should be universally inclusive and accessible.

Instructional Principles
OWI Principle 2: An online writing course should focus on writing and not on technology orientation or teaching students how to use learning and other technologies.

OWI Principle 3: Appropriate composition teaching/learning strategies should be developed for the unique features of the online instructional environment.

OWI Principle 4: Appropriate onsite composition theories, pedagogies, and strategies should be migrated and adapted to the online instructional environment.

OWI Principle 5: Online writing teachers should retain reasonable control over their own content and/or techniques for conveying, teaching, and assessing their students’ writing in their OWCs.

OWI Principle 6: Alternative, self-paced, or experimental OWI models should be subject to the same principles of pedagogical soundness, teacher/designer preparation, and oversight detailed in this document.

Faculty Principles
OWI Principle 7: Writing Program Administrators (WPAs) for OWI programs and their online writing teachers should receive appropriate OWI-focused training, professional development, and assessment for evaluation and promotion purposes.

OWI Principle 8: Online writing teachers should receive fair and equitable compensation for their work.

OWI Principle 9: OWCs should be capped responsibly at 20 students per course with 15 being a preferable number.

Institutional Principles
OWI Principle 10: Students should be prepared by the institution and their teachers for the unique technological and pedagogical components of OWI.

OWI Principle 11: Online writing teachers and their institutions should develop personalized and interpersonal online communities to foster student success.

OWI Principle 12: Institutions should foster teacher satisfaction in online writing courses as rigorously as they do for student and programmatic success.

OWI Principle 13: OWI students should be provided support components through online/digital media as a primary resource; they should have access to onsite support components as a secondary set of resources.

OWI Principle 14: Online writing lab administrators and tutors should undergo selection, training, and ongoing professional development activities that match the environment in which they will work.

Research and Exploration
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.
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  • Home
  • About GSOLE
    • Current GSOLE leaders
    • Affiliates & Partners
  • Events & News
    • Member News
    • Webinars >
      • Past Webinars
      • Webinar Archive
    • Annual Online Conference >
      • 2020 Conference Portal >
        • 2020 Conference Program
        • 2020 Conference Participation Guide
        • 2020 Conference CFP
      • 2019 Conference Program & Archive
      • 2018 Conference Program >
        • 2018 Conference Recordings
  • Member Resources
    • Event Archives
  • OLI Resources
    • OLI Principles
    • ROLE
    • OLOR
    • Online? . . . Just in Time!