2008 PROCEEDINGS - Public Relations Society of America

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Using emerging technologies of virtual worlds like Second Life for distance learning environments is just getting underway. In addition to the learning curve of setting up a virtual classroom and teaching avatar, training students to set up their avatars, and to interact real time with students, there are barriers to using this as an effective teaching environment. Lester & King (2008) taught a course to different groups, one in SecondLife and Blackboard and another in a traditional classroom. They found that students had no significant differences in learning or in attitude toward the course in the two environments. This finding is similar to most of the findings of the past that compared face-to-face with distance learning instruction. They also identified some of the problems in dealing with a virtual world classroom environment. For example, they had to supplement SecondLife with Blackboard because the virtual world did not have a way of recording grades, of turning in papers, nor of providing a discussion board (p. 10). In addition, students in the class were given four weeks to master the skills necessary to operate in SecondLife such as creating an avatar, getting oriented to SecondLife, teleporting to the classroom, and communicating in the virtual world. In short, virtual world teaching and learning shows remarkable similarity to the problems and promises of the early days of web based distance learning. References Baath, J. (1982). Experimental research on computer assisted distance education. In Distance Education: A World Perspective. Athabasca University/International Council for Correspondence Education. Belanger, F., & Jordan, D. H. (2000). Evaluation and implementation of distance learning: Technologies, tools and techniques. London: Idea Group. Benjamin, J. (1997). The use and abuse of human information technology in distance education. A paper presented at the Eastern Communication Association Conference. Baltimore, MD. Breakenridge, D. (2008). PR 2.0: New media, new tools, new audiences. Upper Saddle River, NJ: FT Press. Biber, D. (1991). Variation across speech and writing. Cambridge: Cambridge University Press. Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Crystal, D. (1995) The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press. Gehlauf, D. N., Shatz, M. A., & Frye, T. W. (1991). Faculty perceptions of interactive television instructional strategies: Implications for training. The American Journal of Distance Education, 5 (3), 20-28. Jones, S. & Madden, M. (September 15, 2002). The Internet goes to college: How students are living in the future with today’s technology. Pew Internet and American Life Project. Retrieved August 20 from http://www.pewinternet.org/PPF/r/71/report_display.asp Kvavik, R. B., & Caruso, J. B. (October, 2005). ECAR study of students and information technology, 2005: Convenience, connection, control, and learning. Boulder, CO: EDUCAUSE Center for Applied Research. Retrieved August 15, 2008, from http://www.educause.edu/LibraryDetailPage/666?ID=ERS0506. 128
Lowery, S. A., & DeFleur, M. L. (1995). Milestones in mass communication research: media effects. 3 rd edition. White Plains, NY: Longman Publishers. Kouki, R., & Wright, D. (1999). Telelearning via the Internet. London: Idea Group Publishing. Kwiatek, K. K. (1982-83). New ideas in the workplace: Learning from interactive television. Journal of Educational Technology Systems, 11 (2), 117-129. Lester, P & King, C.. (2008). Analog vs. digital instruction and learning: Teaching within first and second life environments. A paper presented at the Association for Education in Journalism and Mass Communication. Chicago, IL. Lowery, S. A., & DeFleur, M. L. (1995). Milestones in mass communication research: media effects. 3 rd edition. White Plains, NY: Longman Publishers. Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. Nasseh, B. (1997). A Brief History of Distance Education. Online. Available: http://www.bsu.edu/classes/nasseh/study/research.html. Perry, D. K. (2002). Theory and research in mass communication: contexts and consequences. Mahwah, NJ: Lawrence Erlbaum Associates. Price, R., & Repman, J. (1994). Instructional design for college-level courses using interactive television. DEOSNEWS, 4 (5) [On-line] Available: htttp://www.ed.psu.edu/acsde/deos/deosnews/deosnews4_5.asp Petersons Online Guide to Distance Learning (2008). Retrieved June 23, 2008 from http://www.petersons.com/distancelearning/code/nameresults.asp?sponsor=1&Fro mPage=DetailSearch Simonson, M., Smaldino, S. Albright, M.,& Zvacek, S. (2000). Teaching and learning at a distance. Columbus, OH: Merrill. U. S. Department of Education, National Center for Education Statistics, (December, 1999). Distance education at post secondary education institution: 1997-1998. NCES 2000-13, by Laurie Lewis, Kyle Snow, Elizabeth Farris, Douglas Levin. Bernie Greene, project officer. Washington, DC: U. S. Department of Education. Verduin, J. R.,& Clark, T. A. (1991). Distance education: The foundations of effective practice. San Francisco: Jossey-Bass. Wiggins, G. (1998). Educative Assessment. San Francisco: Jossey-Bass. 129
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2008 PROCEEDINGS DETROIT, MICHIGAN
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Page Pedagogy Posters _____________
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RESEARCH PAPERS 5
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many researchers and professionals
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evenue, or activists provide suppor
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Results PR Effectiveness In respond
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Applied Context In answering RQ 5,
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Figure 8. Distribution of PR effect
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fifteen years, and it is now a grow
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Ni, L. (2006). Relationships as org
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Based on a review of public relatio
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Barriers to Online Course Delivery
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and “Learners are able to track a
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an excellent tool for collaboration
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audiences. Further, it is critical
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course site. Develop projects so th
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Examples of student blogs can be fo
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Technorati. Retrieved on May 15, 20
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Characteristics of Organizational o
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Table 1. Summary Definitions of Cri
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Table 3. Organizational Image Resto
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Table 5. Hierarchical Rankings of E
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strategies public relations profess
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Stephens, K. K., Malone, P. C., & B
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Testing Crisis Response Strategies:
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example Coombs & Schmidt (2000) emp
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Table 1.0 Tactics And Examples As O
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Discussion The purpose of this rese
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Benoit, W.L. (1995b). Sears repair
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IMC and its Integration into Progra
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umbrella. This arrangement more clo
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3B: How do institutional factors pr
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academic units. Responses were code
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RQ3A: How do institutional factors
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The lowest mean scores, ranging fro
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In this study, respondents’ perce
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At this juncture, the challenge for
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education. Journalism & Mass Commun
Page 77 and 78: However, many inside the public rel
Page 79 and 80: Core Determinants UTAUT contains fo
Page 81 and 82: H5a: Computer self-efficacy will NO
Page 83 and 84: Table 2 Descriptive Statistics for
Page 85 and 86: Although hierarchical multiple regr
Page 87 and 88: Table 8 HMR Results for Facilitatin
Page 89 and 90: use blogs. In fact, nearly 86% of r
Page 91 and 92: Venkatesh, V. (1999). Creation of f
Page 93 and 94: What’s Guiding the Profession? An
Page 95 and 96: process. Arnett, Arneson, and Bell
Page 97 and 98: The interview process was guided by
Page 99 and 100: chef’s feelings or the server’s
Page 101 and 102: If you’re going to work with [com
Page 103 and 104: Professionals, however, offered sev
Page 105 and 106: Hemingway, C. A. (2005). Personal v
Page 107 and 108: Causing Our Own Problems? Women as
Page 109 and 110: What’s Critical About PR and New
Page 111 and 112: • PR strategy is still developed
Page 113 and 114: Discussion in Terms of Strategy, Et
Page 115 and 116: How the PRSA’s Certification in E
Page 117 and 118: 1) How did the PRSA certification e
Page 119 and 120: Frances Lilly in a similar white pa
Page 121 and 122: Concerned that its sexual harassmen
Page 123 and 124: All respondents agreed that e-learn
Page 125 and 126: DL 3.0 were simple text and graphic
Page 127: technology that we lose sight of th
Page 131 and 132: and student groups in research clas
Page 133 and 134: Adoption of Participatory Adult Lea
Page 135 and 136: all had the same instructor, the sa
Page 137 and 138: Table 1: Thematic Analysis Results
Page 139 and 140: Improving Feedback, Interaction and
Page 141 and 142: will realize they all are expected
Page 143 and 144: How to Win Friends and Impact Stude
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Page 147 and 148: The pre-assessment survey results s
Page 149 and 150: messages and she never even called
Page 151 and 152: Who Should Teach Investor Relations
Page 153 and 154: Relations Society of America (PRSA)
Page 155 and 156: From Britney Spears to Burger King:
Page 157 and 158: governmental entities. The professo
Page 159 and 160: Show Me! Portfolios as Instruments
Page 161 and 162: The Student. In a real sense, what
Page 163 and 164: Gill, K. (ed.). (1993). Process and
Page 165 and 166: Courses of Study The courses in the
Page 167 and 168: Table 1. Cluster Comparison of Grad
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Page 171 and 172: Outcome Clusters (italicized are ne
Page 173 and 174: innovation; (2) Successful collabor
Page 175 and 176: Breaking Ground In A Public Communi
Page 177 and 178: O A Video Documentary O A mini-vide
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Reflection as an Assessment Tool in
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Creating a Multi-Layered Case Study
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Finally in phase three of the case
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Example 2 Online Assignment: Studen
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New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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