Karl L. Smart

Students' Perceptions of Online Learning: A Comparative Study.

In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a “blend” of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students’ perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative. These outcomes suggest that instructors should be selective in the way they integrate online units into traditional, classroom-delivered courses. This integration should be carefully planned based on learner characteristics, course content, and the learning context. For most participants of the study (83 percent), this was their first experience completing an online learning activity or module. In addition, the largest dissatisfaction factor reported among the participants was the time required to complete the online modules. Future research is encouraged to explore: (1) how previous experience with technology and online learning affects students’ attitudes towards and success with e-learning; and (2) the effects of interspersing online units that are considerably shorter in length into the traditional classroom model. This additional research can provide greater insight into which factors promote e-learning success.

Learning by Doing: Engaging Students Through Learner-Centered Activities

text, visuals, and video, the tutorial is an interactive, Web-based example of active learning. The tutorial is available online. Because students learn more effectively when the context for the lesson actively mirrors the workplace, Amy Newman has created the Writeaway Hotels simulation to teach email skills. By taking on various organizational roles, students learn to manage and reply to the myriad messages they will undoubtedly receive on the job. Like Gareis, Newman also provides a Web address for the site. In the final article, J. A. Rice acknowledges that students often find it difficult to consider both the rhetorical and ethical dimensions of a business scenario as they write. To overcome this problem, he describes an exercise that requires students to intentionally introduce unethical elements into their writing assignment. Using message boards, students then discuss the probable repercussions of such deception both to themselves as employees and to other organizational stakeholders.

Toward Learner-Centered Teaching An Inductive Approach

Through the past several years, the emphasis in education has shifted from a teacher-centered to a learner-centered approach. Traditional teaching has too often been based on a passive lecture model, dependent on an expert teacher who funnels knowledge into the somewhat retentive minds of students. More current learning theory suggests a different role for teachers—that of facilitators. Based on research about how people learn, this article advocates that teachers use more active, inductive instruction in the classroom and demonstrates a student-centered approach using classroom examples implemented in a required, college-level business communication course.

Assessing quality documents

In recent years, an emphasis on quality has emerged in a variety of organizations and in several fields, including technical documentation. Producing Quality Technical Information (PQTI) was one of the first comprehensive discussions of the quality of documentation. An important contribution of the book is in identifying quality as multiple, measurable dimensions that can be defined and measured (previous views of quality identified it more as some elusive thing that could be identified if present but was difficult to articulate and describe). Despite its contributions to the quality discussion, PQTI runs the risk of simplifying the quality process, reducing quality to a simple checklist that information developers can use to develop effective documentation. PQTI fails to address the fluid nature of some aspects of quality: some dimensions that are important in assessing one document may be less important or irrelevant with other documents. Additionally, PQTI falls short of accounting for the larger contextual framing of documents--that the importance of individual dimensions of quality changes depending upon the audience, context, and purpose of the document.This commentary suggests that all quality efforts should be grounded in customer data and user-centered design processes, and that we should learn to better differentiate among quality dimensions, determining those dimensions that are essential to customer satisfaction and those that are merely attractive. Through increased attention to developing the quality of information, organizations can better differentiate their products and services, facilitate greater productivity, and increase customer satisfactions, all significant activities in an increasingly competitive marketplace.

Articulating Skills in the Job Search: Proving by Example

NO MATTER HOW SKILLED students may be, those skills will not lead to a job if potential employers do not know the applicant has them (Crosby, 1999). Job seekers—using a strategy of age-old rhetoric— must provide concrete, detailed support to demonstrate the skills they possess (Lovelace, 2001; Moody, Stewart, & Bolt-Lee, 2002). Because many recruiters feel that the best predictor of future performance is past performance, students seeking jobs must clearly demonstrate their skills and experiences, showing how the skills they possess meet the needs of the organization (Canter, 1998). So how can students identify skills they have and demonstrate the accomplishments they claim? If students declare certain achievements, they must prove what they assert. Because companies hire people who clearly demonstrate their achievements, students must provide concrete, specific examples to give needed support (Daywait, 2002). This article provides a strategy to help students seeking jobs identify skills and articulate them in proof statements that are supported by detailed examples. Such achievement statements can be used in job letters as well as in interviews. Effective proof statements show rather than just tell potential employers of job seekers’ qualifications.

Using Problem-Based Scenarios to Teach Writing

The ability to communicate effectively remains a critical skill for obtaining a job and achieving success in the workplace; however, many still lack these skills. In particular, graduates lack adequate writing skills. This article advocates the use of problem-based scenarios to teach writing, which focuses on authentic rhetorical framing similar to writing done in the workplace. A sample scenario is provided along with three responses, showing the type of issues involved in helping students develop writing skills appropriate to an organizational context.

Using Customer Data to Drive Documentation Design Decisions

This article shows how user-centered design can be applied to documentation and reports the results of a two-year contextual design study. The article (1) demonstrates how contextual design can be applied to information and (2) reports some of the studys results, outlining key insights gleaned about users. The study found that users vary widely in their information needs and preferences. Users employ a variety of learning strategies in learning new software and in overcoming problems encountered within applications. Documentation can better meet variances in learning styles and user preferences when tightly integrated into applications, accessible in the users own language. Additionally, documentation is most beneficial when several assistance options exist for users to choose among, varying according to context, task, and user need. Finally, the article discusses the constraints that affect the implementation of design ideas and explores implications for practice and additional research.

Examining espoused and enacted values in AACSB assurance of learning

ABSTRACT The authors explore the disconnect between espoused and enacted values in assurance of learning activities—assessment is said to be encouraged, valued, and rewarded—but is it? The data from an analysis of 200 pages of the contractual rules (bylaws) for reappointment, tenure, and promotion at Central Michigan University demonstrate little emphasis and little reward for faculty engagement in assessment activities. Recommendations for closing the gap between espoused and enacted values are made.

Using Storytelling as a Job-Search Strategy:

This article demonstrates and reinforces the role that well-told stories play in the success of the job-search process. Building on narrative theory, impression management, and an increased use of behavioral-based questions in interviews, well-crafted stories about work and educational experiences demonstrate skills applicants possess and convey them to interviewers in memorable ways. The article shows how to construct stories based on an applicant’s experiences and shaped to the needs of a potential employer. Additionally, the article demonstrates how a job seeker can create a collection of personal stories that can be adapted to varying job interview situations.

Promoting a Community of Practice Through Collaborative Curriculum Reform in a University Business School

The purpose of this research is to describe and investigate an innovative model for collaborative curriculum reform developed using Communities of Practice (CoP) theory which can work in any discipline. It is an engaging story for readers in higher education about an academic CoP from the coalface; academics who are dealing with real problems and issues. The narrative includes practical examples and critical reflection by educators directly engaged in curricular reform. This research addresses a need to ensure quality in university teaching and learning by supporting the development of an integrated curriculum. It investigates how faculty engage in this process and illuminates the complex ways in which they work. There are four main findings: faculty improve their practice through the implementation of the new framework using a CoP; the promotion of students’ innovation skills is an essential component of a successful program; communication and collaboration mitigates resistance to change; and a shared vision promotes faculty involvement. We reveal complexities in relationships between faculty and administration, and show successful collaboration and organizational change can be achieved through a community of practice under challenging conditions.