2008 PROCEEDINGS - Public Relations Society of America

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Hybrid Teaching: Maximizing the Benefit of Online and Experiential Learning for International PR Courses Maria Elena Villar and Rosanna Fiske Florida International University mevillar@fiu.edu fisker@fiu.edu Abstract Hybrid teaching, or the integration of traditional classroom and on-line instruction, is used to bridge the divide between these two teaching methods. With the tools now available, especially with Web 2.0, hybrid teaching increases student engagement and provides opportunities for students (and faculty) to learn technical skills that will be crucial for their professional practice. Integration of New Technologies into Curriculum Hybrid courses differ from traditional class settings in that the classroom is not the only meeting place or opportunity for information exchange. Students must use technology as part of their coursework, including networking tools to communicate with a group. With required chat sessions, blog postings, in-class presentations, and design executions, virtually all their work is available for peers to evaluate, as it would be in a “real world” professional environment. Below are examples of interactive and independent learning activities used in their courses that would be impossible or impractical in traditional classroom courses. . Example 1 Online Chats: Students in a typical senior-level “campaigns” class use the online chat tools to communicate with one another or with the professor on a weekly basis. 184
Example 2 Online Assignment: Students in a Hispanic Marketing Communications class use the online forum for providing and receiving feedback on their assignments. Here is an example of an online assignment. Industry/Market Profile Project and Presentation Throughout the course, we have discussed the main cultural and demographic characteristics of U.S. Hispanics. This has included Hispanics’ interaction with the U.S. marketplace and its products as well as Hispanic consumer behavior. In this final project, you are to integrate concepts such as level of acculturation, country of origin, cultural characteristics and in-culture consumer behavior in order to design and recommend an effective in-culture marketing communication campaign for a pre-assigned industry. Essentially, you are acting as an account planner or public relations researcher. As such, your information should be so relevant and thorough, that a professional would have enough of an understanding of the sub-group, the market, and the industry to be able to begin an advertising or PR campaign. How does it work? You will work in teams to prepare a profile of one of the top U.S. Hispanic sub-groups, as determined by the market your team selected. You’ll also prepare an industry overview in order to develop an integrated plan summary that addresses the best target within that market for said industry. The project should tie in the statistical and cultural dimensions of your sub-group in such a way that an individual who knew nothing about your sub-group would be able to have a fairly good understanding of its most important characteristics. In addition, you should use all of the information you’ve gathered up to this point so that a communicator wanting to gain insight into the industry and the market would be to know what direction to take i.e. what neighborhoods, what cultural nuances, what language, etc. The Presentation Please submit online the PowerPoint presentation that you will use to present your information in class. You’ll have to incorporate factual, statistical, historical information (both from the sub-group’s migration to the U.S. as well as from the home country), industry examples, and cultural characteristics as found in your research. Please remember that it’s important to show specific examples or industry case studies from your knowledge and research. Don’t forget to include what cultural significance your sub-group has brought to its region or marketplace. Consider also including geodemographics, behavioristics, and other important aspects to understanding the profile and the industry. You will make a 15-minute presentation in class in which you will present the above, including defining your target and your target’s needs, discussing the competition, and presenting strategies for communicating about the products or services in your industry. Evaluation On the due date, post your team’s final document on the Discussion Forum titled “Industry/Market Project”. Each team will provide feedback on another team’s PowerPoint presentation (only one posting per team is necessary but it must indicate the team’s overall opinions). You are to evaluate how the other team’s profile project covered its assignment. Specifically, you need to think about the following: 1. Was it thorough? Did you understand the sub-group’s idiosyncrasies and history? 2. Do you know specifically what Hispanic sub-group is represented in the area? Explain. 3. Did the presentation provide enough information on cultural characteristics, geodemographics, and behavioristics for you to be able to work in that market? Explain. 4. Was the industry adequately represented? Would you know how to begin a campaign within the industry? Give specific examples in your evaluation. While only one grade will be assigned to the group for the paper and presentation, you will be asked to evaluate the participation of your group’s members. 185
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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
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However, many inside the public rel
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Core Determinants UTAUT contains fo
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H5a: Computer self-efficacy will NO
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Table 2 Descriptive Statistics for
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Although hierarchical multiple regr
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Table 8 HMR Results for Facilitatin
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use blogs. In fact, nearly 86% of r
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Venkatesh, V. (1999). Creation of f
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What’s Guiding the Profession? An
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process. Arnett, Arneson, and Bell
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The interview process was guided by
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chef’s feelings or the server’s
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If you’re going to work with [com
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Professionals, however, offered sev
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Hemingway, C. A. (2005). Personal v
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Causing Our Own Problems? Women as
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What’s Critical About PR and New
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• PR strategy is still developed
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Discussion in Terms of Strategy, Et
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How the PRSA’s Certification in E
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1) How did the PRSA certification e
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Frances Lilly in a similar white pa
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Concerned that its sexual harassmen
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All respondents agreed that e-learn
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DL 3.0 were simple text and graphic
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technology that we lose sight of th
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Lowery, S. A., & DeFleur, M. L. (19
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and student groups in research clas
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Page 135 and 136: all had the same instructor, the sa
Page 137 and 138: Table 1: Thematic Analysis Results
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Page 143 and 144: How to Win Friends and Impact Stude
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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
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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
Page 179 and 180: Reflection as an Assessment Tool in
Page 181 and 182: Creating a Multi-Layered Case Study
Page 183: Finally in phase three of the case
Page 187 and 188: New Methods of Student-to-Student a
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2008 PROCEEDINGS - Public Relations Society of America

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