Ultimately, Peterson suggests that the spatial changes in DE have forced writing instructors to reconsider their roles. Students are no longer tied to physical spaces such as libraries, writing centers, and other face-to-face or traditional based notions of education.  And most importantly, we cannot penalize students for not conforming, valuing, or appreciating such physical academic spaces, as suggested by Anson (1999).  So, what I think is most important to consider in this changing role of faculty is also how the identity of faculty has changed – how do online writing instructors see themselves and their role? And more importantly, how is the role influenced by outside pressures?  When training online instructors, we must remember that nothing exists in a vacuum – the identity of DE, as a whole, hinges on how faculty negotiate and manage their own identities. Writing instructors must get involved in this debate so that we are not exploited by institutions as they attempt to create greater efficiency and greater revenues (Peterson, 2001; Anson, 1999).

References
Anson, C. (1999). Distance Voices: Teaching and Writing in a Culture of Technology. College English, 61(3), p. 261-280.
Brabazon, T. (unknown). “Let’s Make Lots of Money: Digital Deals and Trafficking Truth In the Virtual Classroom.”
Peterson, P. (2001). The debate about online learning: Key issues for writing teachers. Computers and Composition, 18, p. 359-370.

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