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1	Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
	Place-based WAC/WID Hui. - 2015
	Abstract: This item includes a segment of a student interview in a Writing Intensive course in Nursing at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'How would you describe the classroom dynamics?' ; Brief excerpt from interview: It was an integrated course online as well as in the classroom. We met in class once a month and then other than that it was an online course.I enjoyed it because our nursing and the clinical hours we had to put in gave us the ability to work the classes around our schedules, so I enjoyed it. In the nursing courses they kind of mold us into being self-learners so with the online courses it promotes that. We had the opportunity to meet in class with the Blackboard collaborate software and then if we couldn't make it it wasn't required for all of us to be there because everyone knew that our schedules were different. What was nice was that they were able to record the session so we could watch it at any time but that also allowed for us to if we had questions we wanted to talk to the teacher directly about while we didn't have in-class sessions, we could make sure to go online at that time. Meeting with people, we were able to kind of collaborate and meet with each other and be able to talk to them live. Those were actually fun. We got to do a lot of group exercises . . . we had a group project where we had to present our project together so for us who have a hard time meeting with people we were able to kind of collaborate . . . We had to write. We had to kind of do an outline of what we wanted to present and then from that we made a powerpoint, and with the powerpoint we had to write what we were going to say . . . writing was involved in order to present a good presentation. With the nursing courses, we had several different cohorts in the class so you could tell who was in which cohort because they tended to stay together. I myself came with a cohort from KCC. I had graduated from Kapiolani Community College . . . we were close . . . and other students from the UH cohort . . . stayed together."
	Keyword: ADN; Blackboard collaborative software; BSN; challenge/solution; chat room; class presentations; classmates; clinical; clinical hours; cohorts; collaborate; collaborative work; community college; educational context; face-to-face meeting; flexible; flexible schedule; formal writing; general education requirements; group exercises; group project; group work; guest speakers; hybrid; identity; in-class sessions; informal writing; integrated course; Kapiolani Community College; KCC; kind of learning; nursing; nursing courses; nursing program; online course; online discussion; organization; outline; place-based writing; positive experience; Powerpoint; project; project presentation; questions; record; relationships with students; research; scholarship of teaching and learning; self-learners; socialization; speakers; University of Hawaii; virtual classroom; writing across the curriculum; writing assignment; writing in the disciplines; Writing Intensive courses; writing pedagogy
	URL: http://hdl.handle.net/10125/38344
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2	Genderscape
	Martin-Delcampo, Luz. - : University of Florida, 2010. : University of Florida ( [Gainesville, Fla.] ), 2010
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3	Genderscape
	Martin-Delcampo, Luz. - : University of Florida, 2010. : University of Florida ( [Gainesville, Fla.] ), 2010
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