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

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Pamela A. Gibson and Pamela Trump Dunning Research has found that clear standards for instructor response time and availability have a positive effect on student learning and satisfaction (Hannon et al., 2002). Both the syllabi and Bb sites alert students to how and when to contact the professor and the expected response time (24–48 hours). It is suggested that faculty include an “Instructor Contact” button in Bb that provides, as a minimum, office hours, e-mail address, and a contact number to begin the process of connection building with the students. Unlike interacting with students in campus desk chairs, instructors in the virtual world must consider international time zones, country-specific holidays, and, in some cases, natural and human-made disasters that affect instruction. For instance, the authors have had to contend with students in the military, stationed in other parts of the world, where traditional office hours cannot apply. This expanded consideration of time is most evident in the needed articulation of due dates and deadlines to include time zones. The time zone of the Bb server might not be the same as that of the instructor’s locale, and programming the opening and closing of coursework must be planned accordingly. Brooks & Jeong (2006) found that in a graduate-level online environment, “pre-structured discussion threads can increase the frequency of argumentchallenge exchanges needed to initiate critical discourse” (p. 371). Throughout the course, required weekly discussion topics are used to initiate this type of student-student discussion and to maintain student-instructor interaction. These can be discussion questions, case studies, or other individual or group projects centered on the weekly assignments. The syllabus template informs students that regular interaction is a required part of the course, since this is not a correspondence course where a student may work at his or her own pace. Clear standards are provided for the submission of discussion board postings. These can include how many postings are required, the quality expected, and specific examples of exemplary participation (see Appendix C for an example). This information reflects the heightened degree of detail possible, and requested by students, when completing assignments online. Having clear navigational instructions has been found to be a critical factor in online usability (Shiratuddin et al., 2003). To ensure students are able to navigate the Bb course, a “Start Here” button is required. At this location is information pertinent to the setup of the course; it contains links for students to navigate through the various areas. Required content areas include a separate “Syllabus” button and an “External Links” button that contains links to at least three useful websites for students; these sites are identified as either background information, additional personal enrichment, or required for an assignment. Websites that are linked to other academic support centers include the University Library Services, Writing Center, and the MPA Advising site. Course technology should enhance the learning experience, not be the end product, and it should be easily accessible (Beldarrain, 2006; Kirkwood, 1998). 216 Journal of Public Affairs Education
Creating Quality Online Course Design The university provides access to several different media, including Wimba and Pronto, that provide a real-time, virtual classroom experience. Online course guides and how-to manuals are provided to students and instructors on Bb for these applications. Feedback on assignments or general announcements can be made using voice e-mail, which adds to the sense of community in the online environment. Accommodations also are made for alternative means to access the content of an online course (e.g., an audio lecture or video clip/image accompanied by a text transcript). Assessment and Measurement Ultimately, evaluation of student performance must be made according to clearly articulated assessment criteria incorporated in the course design (Chaney et al., 2007; Gaytan & McEwen, 2007). Instructors are encouraged to use multiple assessment and feedback mechanisms tied to the course objectives and providing evidence that a student has acquired the information, understanding, and skills necessary to demonstrate that learning objectives have been met. These can include discussion board activities, self-directed exercises, quizzes/tests, case studies, and presentations. Discussion board activities usually involve not only an initial open-ended question requiring a posting early in the week from all students but also followup responses to one another that include their own questions and challenges to fellow students. Instructors may intervene and interject additional comments or questions to advance the debate. Links to associated websites—which include news reports, blogs, and additional academic research—allow for the incorporation of current, relevant augmenting information. Self-directed exercises allow students to add further learning activities as time, interest, and instruction dictate. Quizzes and draft assignments can be programmed for immediate feedback. Multiple-choice quizzes can have the correct response appear after the student has selected her answer. Short-answer essays, after submission, may have a brief outline of elements the instructor is looking for in their reply. In addition, there is the opportunity to allow students to submit their written work to Turnitin, a software program that creates a report as to the amount of material that originated elsewhere, which gives the student a personal example of plagiarism. The MPA program uses a case study methodology for assessing and measuring student learning. Short case studies can be implemented as part of a weekly discussion board assignment; longer case studies can be a major course assignment component. Student presentations of course material, case study outcomes, research proposals, and other course components provide additional means of measuring student learning. Specific and descriptive criteria are provided for the evaluation of students’ work and participation, either through the individual assignment instructions or by a separate rubric. Journal of Public Affairs Education 217
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Page 175 and 176: Analysts also determined the number
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Page 179 and 180: negative impact on ARP downloads (
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Page 233 and 234: it was achieved. The assessment of
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Page 251 and 252: Information for Contributors The Jo
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