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

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Pamela A. Gibson and Pamela Trump Dunning enhancements and fixes, but they can also require changes in course design and access for both students and instructors. For instance, although the latest iteration of Bb, Blackboard Collaborate, provides opportunities to enhance online activities, instructors have a short time frame to familiarize themselves and experiment with these applications before launch, and this restriction can make the programs less effective. The fluid and accelerated pace of software development requires up-to-date training and adaptability to change for all participants in the process. The goals of the QAI, according to Dr. Fortune, are better retention and lower attrition rates for class enrollments (D. Fortune, August 11, 2011). Incorporating quality course design principles into course delivery would appear to be beneficial to both the student and the instructor; however, only time and sufficient collected data will tell if, in fact, QA contributes to increased student learning as suggested by others (Fisher & Baird, 2005). End-of-term course survey results indicate improved student satisfaction in the MPA program. Student comments have been positive as they relate to faculty responsiveness and feedback; they report greater comfort in online course participation, in part due to the standardized course design of the program. By the second online class, students understand where certain information is contained in the syllabus, where to find information in the Bb course, and have the same expectations of faculty feedback and responsiveness. Certainly, additional research on the impact of the QA course design on student outcomes will benefit the program, especially as course learning objectives are refined to link to the 2009 NASPAA standards. To be compliant with the 2009 NASPAA standards, the MPA program is exploring how to refine objectives, competencies, and assessment measures of student learning for all universal required competencies, all mission-specific required competencies, and all elective (option, track, specialization, or concentration) competencies. With the feedback from students and support from technical staff, faculty continue to conduct ongoing, systematic reviews of course design issues to meet student demand for interactive, palatable learning experiences and to incorporate new technologies. The strategies to address these competencies will assuredly include the QAI process. A cornerstone of student satisfaction in online instruction has been a constructivist educational approach in which “the critical role of the instructor, [serves] less as lecturer and purveyor of knowledge than as moderator or facilitator of the learning experience” (Mingus, 1999, p. 233). Student-centered learning is paramount in the goals of the university’s instructional technology department. According to Dr. Deborah Fortune (July 27, 2011): When peer reviewers are reviewing a course, they should always assume the STUDENT’s point of view. This provides them an opportunity to see the course from the student’s point of view (not the faculty 220 Journal of Public Affairs Education
Creating Quality Online Course Design member’s). Having this point of view often reveals aspects of the course that could be improved to make navigation easier and improve the learning environment for the students. However, one caveat remains: The availability of technology doesn’t necessitate its use, and careful consideration is called for in determining what is lost and what is gained in the virtual classroom (Austin, 2009). For example, technological advancements are now allowing students to access their Bb courses from their Smartphones. Currently, communication on these devices is abbreviated, informal, codified “texting.” Can they B penalzd 4 respndg 2 assgnmts w their thumbs? LOL. ACKNOWLEDGMENT The authors thank Dr. Fortune and Troy University faculty for providing interviews. We are also grateful to the anonymous reviewers for their comments on an earlier draft of this article. FOOTNOTE The QM rubric can be found at the MarylandOnline, Inc. website (www.qmprogram.org/rubric). REFERENCES Allen, E. I., & Seaman, J. (2010). Learning on demand: Online education in the U.S., 2009. The Sloan Consortium. Needham, MA: Olin & Babson Colleges, Babson Survey Research Group. Retrieved from www.sloan-c.org/publications/survey/pdf/learningondemand.pdf Austin, E. K. (2009). Limits to technology-based distance education in MPA curricula. Journal of Public Affairs Education, 15(2), 161–176. Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439. Brooks, C. D., & Jeong, A. (2006). Effects of pre-structuring discussion threads on group interaction and group performance in computer-supported collaborative argumentation. Distance Education, 2(3), 371–390. Brower, R., & Klay, W. (2000). Distance learning: Some fundamental questions for public affairs education. Journal of Public Affairs Education, 6(4), 215–231. Cavanaugh, C. (2001). The effectiveness of interactive distance education technologies in K–12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73–78. Journal of Public Affairs Education 221
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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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