ERIC ED555567: Authentic Instruction and Online Delivery: Proven Practices in Higher Education

2011·2 MB·English

by  ERIC

A u t h e n t i c
i n s t r u c t i o n
And online delivery:
Proven Practices in higher education
edited by Kurt d. Kirstein, Judy M. hinrichs,
and steven G. olswang
table of contents
Preface vii
PART ONE AUTHENTIC INSTRUCTION 1
1 Constructivism, Meaning Making, and Breaking News 3
Stephanie J. Brommer, PhD
2 Presence & Engagement: Best Practices for the Online
Text-based Classroom 15
Madeline Crowley, MA
3 Inquiry Learning in Higher Education 27
Ryan Gunhold, MAL
4 The Lincoln Paradigm: An Educational Vision for
the Future 39
Susan Mendoza Beller, JD, LLM
5 Successful Learning and Teaching Approaches:
Self- Reflection as a Bridge to Self-Directed and
Lifelong Learning 53
Larissa Chuprina, PhD and Lana Zaher, MATESOL
6 Self-Direction in Adult Learning: Best Practices 69
Pete Anthony, EdD and Gina Smith, EdD
7 The Six Thinking Hats: A Constructivist’s Technique to
Copyright ©2011 Edited by Kurt D. Kirstein, Facilitate the Transfer and Application of Critical and
Judy M. Hinrichs, and Steven G. Olswang Creative Thinking 83
All rights reserved. Cheryl A. Szyarto, EdD
8 Reality in the Classroom: An Example in Teaching
No part of this publication may be reproduced, stored in a retrieval system, or Project Management 101
transmitted in any form or by any means, electronic, mechanical, photocopying, Jennifer Diamond, MA
recording, or otherwise, without the written permission of the editors. 9 Inspiring Action for Sustainable Business: A Five-Phase
Approach 115
IBSN: 1461051428 Kurt Kirstein, EdD and Jennifer Diamond, MA
ISBN 13: 9781461051428 10 Service Learning 133
LCCN: 2011905425 George Kelley, MBA, MA, MS
iii
11 Reflective-Heuristic Practice, Crisis Management, the PART THREE PERSPECTIVES ON LEARNING AND
PMNB, and Simulation: An Integrated Methodology 147 ASSESSMENT 343
Robert A. Brownlow, EdD
12 Academic Writing: A Self-Assessment Strategy for 23 Formative Classrooms Shifting the Focus of
Cadence, Fluency, and Vocabulary Choice 169 Assessment in Higher Education 345
Judith Gray, PhD Kristin Jones, MEd
13 Turning the Student into the Teacher 183 24 CityU’s Approach to Outcomes Assessment 357
Nathan Kositsky, MS Elizabeth Fountain, PhD
25 Integrated Information Literacy Instruction 371
Mary Mara, MLIS
PART TWO ONLINE DELIVERY 193 26 Facilitating a Transformative Learning Environment:
A Case Study of Its Use in a Graduate-Level
14 Mixed-Mode Course Design and Delivery 195 Psychology Course 391
Ranodda DeChambeau, MBA, MEd Brian Guthrie, PhD
15 Technology in the Asynchronous Online World 221
Maria Minor, DM
16 The Use of Synchronized Audio, Video, and Slides to
Enhance the Online Learning Experience 231
Keith Foe, MBA, CFP, CPA
17 Implementing Online and Hybrid Programs and Courses:
Benefits, Challenges, and Proven Practices 241
Kelly A. Flores, EdD
18 Proven Approaches to Motivating Engagement by
Students in Online Classes 255
Anna Cholewinska, MA
19 Creating a Supportive Online Classroom
Environment 265
Carla Weaver, MA, MSC
20 Active Online Learning: Implementing
the Case Study/ Personal Portfolio Method 283
Peggy Kasloff, EdD
21 Utilizing Case Study Analysis in Online Learning 305
Jean Ann French, DBA
22 The Art and Science of Videoconference Instruction 325
Judy Hinrichs, MEd
iv v
Preface
This book is a collection of work from a group of faculty mem-
bers at a single university. City University of Seattle is a small, pri-
vate, not-for-profit university primarily serving working adults in
the Pacific Northwest, with satellite campuses in eleven countries
on four continents. Through in-class, online, and hybrid delivery,
CityU offers programs in education, management, technology,
psychology, and general studies to students worldwide, many of
whom would otherwise be denied access to education.
CityU is primarily a teaching institution. It focuses on deliv-
ering real-world skills, in an applied manner, that help students
achieve professional goals. The vast majority of the university’s
faculty members are working professionals who are selected to
teach what they do for a living. Over the years one of the hallmarks
of a CityU education has been the link to real-world applicability
that comes from the connections that the university’s seven hun-
dred practitioner faculty members bring to their classes.
While the university provides its faculty members with orien-
tations and periodic training, much of what makes these faculty
members successful in their classes has come from their own ex-
perience, their own proven practices for educating adults. Over
the years it has become evident that the university has accumulat-
ed a rich collection of valuable educational strategies that can and
should be shared with teaching faculty from similar institutions
worldwide. This is the driving idea behind this book.
Most of the chapters in this book cover proven practices that
have been successful at helping adult students achieve their learn-
ing and professional goals. Rather than reporting on educational
research and theory, these chapters cover teaching methodolo-
gies that CityU faculty members are sharing so that other univer-
sity instructors can learn from their experiences.
vii
As this book was coming together, a few general themes
emerged. The first centered on methods of authentic instruction,
or the various ways in which learning can be tied to real-world
applicability. These appear in part one. The second theme that P A r t o n e
emerged was online delivery. As a pioneer in online instruction,
CityU faculty members draw upon years of experience as they
share proven practices and look toward the future as technology
Authentic instruction
continues to impact the way online education is designed and
delivered. These online practices are included in part two. A final
part addresses emerging themes in educational assessment and
program revision.
If we are to believe that experience is the best teacher, then
proven practices, developed through instructor experience, have The goal of authentic instruction is to create learning op-
much to offer both novice and veteran educators. The insights in- portunities that resemble real-world application. In a classroom
cluded in this volume are offered with this goal in mind. environment that supports authentic learning, students are able
to put new material to immediate use because it is taught in a
Kurt D. Kirstein manner that closely resembles the way it will be used in the real
Judy M. Hinrichs world. Depending on the discipline, many methods are available
Steven G. Olswang to facilitate authentic instruction. The chapters that follow make
up only a sampling of instructional practices and strategies that
Bellevue, WA can support this style of learning.
April 2011 Dr. Stephanie Brommer opens this section by discussing a
level of constructivism and authenticity that can be achieved in
the online classroom through the inclusion of current events.
Madeline Crowley reviews the importance of instructor presence
in the classroom as it relates to student learning and perceptions
of quality. Inquiry learning, as presented by Ryan Gunhold, shows
instructors how to utilize this technique to facilitate a truly dis-
covery-based learning process. Drawing parallels to Lincoln’s law
lectures, Sue Beller sheds light on various aspects of the adult edu-
cation process, including diligence, cooperation, motivation, and
respect for the learner.
Following these, two chapters address self-directed learning.
Lana Zaher and Dr. Larissa Chuprina highlight the link between
self-reflection and self direction. Doctors Pete Anthony and Gina
Smith provide a plan for organizing graduate-level leadership
curriculum by respecting the needs of the self-directed learner.
Dr. Cheryl Szyarto presents a constructivist technique for teaching
viii 1
students the skills of critical analysis, and Jennifer Diamond pres-
ents authentic methods for structuring a classroom, using project
management as the descriptive discipline so that it relates more
closely to what students experience in the workplace. 1
This section concludes with five chapters that present specific
examples of proven practices used with adult learners in the con-
text of teaching various disciplines. Dr. Kurt Kirstein and Jennifer
Diamond discuss the curricular design of a course intended to
inspire business students to take action in regard to sustainabil-
ity issues. George Kelley shares his experiences with leading stu-
dents involved in service-learning projects within the community.
constructivism, Meaning
Dr. Robert Brownlow presents the use of crisis management sce-
narios to challenge project management students. Dr. Judith Gray
presents strategies to improve writing among graduate students Making, and Breaking news
of education. The final chapter in part one is Nate Kositsky’s strate-
gies for involving students in the management of their courses by
having them assume a portion of the teaching responsibilities.
Stephanie J. Brommer, PhD
City University of Seattle
Division of Arts and Sciences
Abstract
Constructivism and authenticity can be achieved in online
classes through the use of current events, including breaking
news stories. Used in communications courses, including me-
dia and society, intercultural communication, and public rela-
tions, this practice is also relevant to social studies, education,
psychology, and management courses. Learning through real-
world events engages students and faculty alike because they
are applying concepts and theories to real topics requiring real
solutions, decision-making skills, and ethical and critical think-
ing. Embedding this practice into pedagogical theory enhances
the authenticity of the practice itself.
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Authentic instruction And online delivery
Introduction sis of the two, with advocates believing that knowledge is con-
structed individually but mediated socially” (Felix, 2005, p. 86).
A grassroots revolution unfolded in Egypt, captivating people Scholars John R. Savery and Thomas M. Duffy (1995) summarize
worldwide through social media as the region faced continued three key tenets of constructivism: “Understanding is in our inter-
unrest. A nuclear crisis engulfed Japan in addition to the mate- actions with the environment;” “Cognitive conflict or puzzlement
rial, human, and economic devastation caused by a 9.0-magni- is the stimulus for learning and determines the organization and
tude earthquake and massive tsunami waves. A 7.0-magnitude nature of what is learned;” and “Knowledge evolves through so-
earthquake ravaged Haiti. Consumer complaints spurred massive cial negotiation and through the evaluation of the viability of in-
recalls of Toyota vehicles. Plumes of volcanic ash from an Icelandic dividual understandings” (pp. 31-32, emphasis in original). Thus,
eruption disrupted air travel, stranding passengers worldwide for constructivism is both a theory and process of knowing, where
days. These topical breaking news events engage students to ap- students are active in meaning making, as noted by educators
ply the concepts they are learning in the academic environment M. Gail Jones and Laura Brader-Araje (2002). According to Jones
to real-life events and controversies. Enhancing critical thinking and Brader-Araje (2002):
and civic and social involvement, the incorporation of current
news events into the adult learning environment promotes con- It is through checking out our understandings and perspec-
structivist learning in an authentic way. tives with others that we develop a sense of the viability of
Shifting course content to accommodate breaking news events ideas. This process of idea testing can be seen in the class-
brings contextual relevance into the learning environment. This rooms of teachers who value students’ ideas and promote
“event-based learning” is notably appropriate for adult learners. the process of critical thinking. (Defining Constructivism
As defined by scholar Sebastian de la Chica (2003), “event-based section, para. 7)
learning refers to teaching activities that employ either historical
or emerging events from the real world to achieve a pre-defined In sum, the main components of constructivism include mean-
set of learning objectives” (Introduction section, para. 2). However, ing making, critical thinking, and the active role of the student.
breaking news and emerging events require nimbleness on the Vygotsky’s social theory of learning contributed to the con-
part of both instructor and students to apply knowledge now. structivist philosophy that encompasses interaction between the
This shifting and impromptu analysis of course concepts through individual and personal knowledge and experiences and others
breaking news aligns with constructivist learning theory and real- (Jones & Brader-Araje, 2002; Jaramillo, 1996). Vygotsky’s learning
world authentic learning opportunities. In addition it enhances theory was directed at children, but the basic principles can be ex-
global connections to course content and increases student par- trapolated to higher education instructional practices. Vygotsky’s
ticipation due to topical interest and relevance. approach would support experiential learning as well as the in-
structor facilitating learning in a social environment where stu-
dents construct meaning, and learning builds on the thinking of
Constructivism and Education others (Jaramillo, 1996). Addressing constructivism at the univer-
sity level, Lisa Schweitzer and Max Stephenson (2008), both with
Constructivism, as a theory of knowledge and of learning, university professional programs, explained:
is also a teaching practice. A broad term with several strands of
thought, constructivism has been viewed as psychological and For constructivists, learners are not passive receptors of
sociological, although “there has been a trend towards a synthe- knowledge provided by an instructor. Instead, students
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Authentic instruction And online delivery
construct meanings for concepts. These are filtered trigger one’s interest or concern. The individual matches meanings
through the “lens” of their expectations and values. As to previously learned or encountered symbols. When the individu-
a result learning is best undertaken in “real-world” con- al has a personal, educational, or professional information goal to
texts in which students may acquire and test concepts. “transform messages they take in and create meanings for them-
Constructivists argue that instructors teach best by posing selves” (Potter, 2009, p.110), meaning is constructed using one’s
meaningful questions—or better still, supporting learners knowledge, experiences, and beliefs to interpret and evaluate the
as they discover relevant issues to address. (p. 585) message. This manner of coping with the deluge of media messages
is expanded from the individual’s information-processing practice
Many online educators have embraced constructivism as a into the constructivist learning environment of meaning making.
philosophy for quality online learning and learner-centered focus
(Gulati, 2008).
Vygotsky, whose pioneering work took place in the 1920s and Authenticity
1930s, lived in an era when online learning, let alone the computer,
did not exist. Today online classrooms can provide as rich a social Authentic learning is a feature of constructivist tenets.
interaction as traditional face-to-face classrooms, even with asyn- Associated with real-life scenarios and practices, authentic learn-
chronous discussion forums. Current and breaking news events ing also consists of activities and topics that have impacts past the
prompt students to construct new knowledge by incorporating classroom and into the real world (Petraglia, 1998). As active par-
or connecting previous knowledge and/or experience into the ticipants in learning, students use their knowledge to engage with
analysis and evaluation of social, political, or economic issues and real-world problems. According to Australian academic course de-
information. This illustrates constructivist teaching and supports velopers (Stein, Isaacs, & Andrews, 2004) in a case study of authen-
constructivist philosophy. Susan Hanley (1994) of the Maryland ticity in a university classroom:
Collaborative for Teacher Preparation explained:
We use the word “authentic” in association with student
The goal [in constructivist teaching] is for the learner to learning in general, with classroom environments (face-
play an active role in assimilating knowledge onto his/her to-face, online, distance, and so on), with learning op-
existing mental framework. The ability of students to apply portunities, with activities, in relation to the nature of the
their school-learned knowledge to the real world is valued “real” world beyond the classroom, as well as in relation to
over memorizing bits and pieces of knowledge that may student personal meaning making…Authentic classroom
seem unrelated to them. (pp. 8-9) practice is, therefore, that which reflects, for the students,
a combination of personal meaning and purposefulness
The value of using mass media in constructivist teaching is within an appropriate social and disciplinary framework.
that it relies on student interpretation based on prior knowledge, (p. 241)
experiences, and beliefs to construct meaning. This aligns with each
individual’s own practice of information processing during media
exposure. According to communications scholar W. James Potter Authentic Problems, Current Events
(2009), when a person is confronted with media messages, s/he fil-
ters out some messages and pays attention to messages that cap- Incorporating current events and breaking news into curric-
ture one’s attention through key words, sounds, or concepts that ular practice supports both constructivist theory and authentic
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Authentic instruction And online delivery
learning. Arguably, the twenty-first century can be characterized and content, and to analyze and recognize diverse subject posi-
as media driven. Students use computers to research and write, tions interpreting media representations as well as those reflected
and they interact socially via interactive Web tools. Information in media representations. At the end of the course, a student com-
flows in global networks, and news events are broadcast locally, mented, “As unfortunate as the events were, I feel that the Imus and
nationally, and globally immediately, with commentary flying Virginia Tech stories were perfectly timed and great for this class.
from diverse directions. As a result of the globalization and flow To me I learned more from attaching our readings to these than I
of media, events—from crimes to celebrity follies—are dissected, did the rest of the questions” (personal communication, June 15,
analyzed, and discussed in-depth in diverse ways and without re- 2007). Another student wrote, “Modifying the course structure to
gard to geography or personal investment. incorporate breaking news events that helped learning was fun”
Examples of current events and breaking news are used to ad- (personal communication, June 15, 2007).
vance critical thinking by applying concepts from the discipline as An introductory anthropology class looked at the unfolding
well as by making connections to issues and experiences outside Haiti earthquake in January 2010 and addressed the following an-
the classroom. The mass media contribution to constructing social thropological queries: How do power and wealth impact disaster
realities, values, and identities makes the articles and broadcasts recovery? How do cultures remember natural disasters? What are
it produces relevant to exercises in meaning making and problem the effects of displacement from one’s space, place, home, and
solving. Using these media texts to develop discussions on the community (all that help define one’s identity)? What cultural at-
course Discussion Board, as well as topics of journal or blog en- titudes and beliefs do relief agencies need to take into account as
tries, promotes constructivist meaning making, critical thinking, they provide aid? What are the coping mechanisms supported by
student involvement, and real-world value. a culture? What is the traditional knowledge of the environment
Although using current events or emerging news stories to and medicine? With these questions students were encouraged
facilitate learning communications, business, psychology, or so- to think critically about their own and other cultures’ beliefs and
cial studies concepts does reflect constructivist learning, reflect- practices and to examine and explore cultural differences, all of
ing and commenting on current events or emerging news stories which are course learning objectives.
through blogs and/or journals cements its position in constructiv- These topical, current events touched students’ lives, and rais-
ist practice. In effect, this is event-based learning since real-world ing the topic in discussion forums prompted a high percentage of
events are used to achieve learning objectives and key concepts. participation as well as in-depth discussion. Students in an inter-
When the Virginia Tech massacre occurred in spring 2007, the cultural communication class jumped at the opportunity to ana-
instructor of a media and society class shifted content to look at lyze civil disobedience, online activism, and government shutter-
the coverage of the event. Students took the breaking news story ing of Internet access in Egypt in early 2011 as well as the health,
of the college shootings and discussed news vis à vis construc- economic, technological, and cultural reactions to the triple disas-
tion, context, balance, and perspective. When radio personality ter that hit Japan in March 2011. One student wrote in his journal,
Don Imus used racially derogatory comments about the Rutgers “I find it strangely appropriate that we’re studying the interaction
women’s basketball team in spring 2007, students engaged in of media and technology with intercultural communication in
discussions about racial and gender stereotypes, emotional intel- the same week that the world is watching the disaster recovery
ligence, free speech, and knowledge structures. These stories re- efforts under way in Japan” (personal communication, March 12,
quired shifting the discussions and applying concepts to current 2011), and he proceeded to analyze the images and communica-
topics. The discussions met course learning objectives, including tions coming from the epicenter of the disaster. Another student
the need to apply skills to critically analyze media construction wrote about this class discussion as well as class study of cultural
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Authentic instruction And online delivery
parenting and family structure based on a newly released contro- lum topics and to stimulate learner’s interest on the related
versial book about a self-proclaimed Chinese “Tiger Mom” with subject matter” (de la Chica, 2003, Archetype Characterization
strict, authoritarian parenting behavior: “The Japanese earthquake section, para. 4).
and the cultural behaviors seem very relevant to our book knowl- Using social forms of media, such as blogs and journals, en-
edge we gained this quarter. The Tiger Mom discussion question hances student satisfaction and connection with course concepts.
was a good example of using a current event on the discussion Both journals and blogs have been used in an intercultural com-
board” (personal communication, March 15, 2011). munications class, where reflection on current events and life ex-
Other examples can include using the massive recall of Toyota periences is based on artifacts, including those addressing current
vehicles in 2010 to evaluate public relations practices and utilizing events. Wrote a student after the course, “I viewed the journal as a
articles regarding annual salary surveys in math and statistics cours- personal journey to a better understanding of not only the world
es. The 2010 eruption of Eyjafjallajökull in Iceland, which spread ash around me but of my own self and history as well” (personal com-
and disrupted air travel across western and northern Europe, can munication, Sept. 15, 2010). In their journals and blogs, students
become an impromptu business and public relations case study. A pulled articles about the 2010 story of the trapped Chilean min-
hurricane’s wrath, such as Hurricane Katrina, can be introduced into ers to think critically and reflexively about culture as well as dis-
meteorology curriculum, and “while this event-based approach to cuss challenges in intercultural interaction. Project management
teaching science may result in less curriculum coverage, students students could focus on international cooperation and problem-
will be more likely to remember the scientific concepts addressed solving skills, assessing risk, and leadership style.
and to remember enjoying the study of science” (de la Chica, 2003, According to instructional developer Joyce Seitzinger
Event-based Science section, para. 1). De la Chica (2003) also dis- (2006), “one of the most obvious ways to use blogs in construc-
cusses disaster coverage in event-based learning: tive learning is as an online learning journal in which students
reflect on their perceptions of the learning materials and on
These activities match the qualifications of constructivism their own learning process” (p. 6). Seitzinger (2006) wrote the
because the student extends his/her knowledge through following about blogs, but it can also apply to active discussion
self-directed exploration and manipulation of the relevant forums:
disaster scientific data. This account makes explicit refer-
ences to students not only achieving the level of com- It is almost impossible to be a passive learner when read-
prehension of the natural disaster but also reaching the ing comments on your own posts and responding in com-
level of evaluation of media reports related to the studied ments to others’ blog posts. It forces learners to engage
natural disaster as an educational goal. (Idealized Science higher cognitive skills. You cannot just browse; you need
Education section, para. 1, italics in original) to ponder, formulate an opinion about what’s read, and
then effectively articulate those thoughts; in other words
Using current events to illustrate societal relevance of be an active learner. (p. 8)
particular disciplines focuses “on learners becoming accom-
plished analysts of domain-specific articles in the news as a
result of individual research and collaborative group discus- Conclusion
sion activities” (de la Chica, 2003, Archetype Characterization
section, para. 3). Real-world events, illustrated through break- Constructivism is applicable to adult education since its ba-
ing news, can also “serve as entry points into specific curricu- sic tenets involve flexibility, relevance, and learner ownership.
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