Consequences of mental models on online writing course design

To determine how patterns in design decisions for online professional and technical writing courses suggest underlying mental models and associated consequences, four case studies in the U.S. and Canada were analyzed using activity theory. The analysis considered the subjects driving development, the instruments used, the applicable rules, the community context, the personnel who supported development, and the motivations for each course. Cross-case analysis suggested two underlying mental models for course development. Core Need courses were quickly created and operated by professors to meet existing student demand, and focused on online social interaction. Portfolio-Workbook courses were slowly developed by teams and operated by contractors to add a new offering adapted from elsewhere, and focused on online content consumption. Administrators and professors should consider the consequences of mental models on course design, cost, and pedagogy.