summer 2012 - National Association of Schools of Public Affairs and ...

T. A. Bryer & D. Seigler
establish rapport between teacher and student, and place the teacher squarely in
the role of co-learner as well as teacher and subject-matter expert. By identifying
passions, and permitting students through empowerment to play off those
passions and to reveal their own passions, teachers help facilitate the achievement
of the three student-based rationales discussed previously.
Second and third on the instructor-based rationale list are mirror images of
the third student-based rationale. From a student perspective, buy-in to course
content and objectives potentially leads to greater educational outcomes. No doubt
an objective of teachers as well, from a fully pragmatic perspective, student
buy-in can prevent disruptions to the class that are negative in their impact on
relationships within the classroom. Buy-in to course content and objectives permits
smoother, less disruptive management of the classroom and learning process.
Student Empowerment Across Learning Environments
and Communication Tools
Higher education classes provide faculty with multiple opportunities for
empowering students. The addition of synchronous (real-time) and asynchronous
(whenever and wherever) online tools into face-to-face and online classes, as well
as in virtual spaces, enables students to take an active role in their education.
Students find multiple forms of face-to-face, online, and mixed-mode (a hybrid
of face-to-face and online) learning environments. Even a student taking a class
listed on their schedule as face-to-face may find their instructor using a course
management system (CMS) to enhance the course (Woods, Baker, & Hopper,
2007). These new and emerging class modalities empower students with the
flexibility to manage their school and homework schedules, and allow them to
meet other personal, family, and professional obligations. The addition of online
tools has the potential to offer students varying levels of voice in the classroom
and in content development (Brown & Kiriakidis, 2007; Hiltz & Wellman,
1997; Park & Bonk, 2007; Schullo, Hilbelink, Venable, & Barron, 2007). For
example, with the addition of online discussion tools, such as a blog or wiki,
students are able to bring additional discussion and resources to the curriculum
(Bryer & Chen, 2010; Chen & Bryer, 2012). Presented next are six learning
environments offered to students when online tools are added to higher learning.
Six Learning Environments
Six learning environments are identified across the dimensions of primary
class location (face-to-face, online, or virtual) and form of communication
(synchronous, asynchronous, and automated pre-scripted). Each learning
environment potentially enables different levels of student empowerment based
on the functional objectives of empowerment (see Table 1).
434 Journal of Public Affairs Education