Kelly Wilkinson

Students’ Perceived Preference for Visual and Auditory Assessment With E-Handwritten Feedback

Undergraduate business communication students were surveyed to determine their perceived most effective method of assessment on writing assignments. The results indicated students’ preference for a process that incorporates visual, auditory, and e-handwritten presentation via a tablet PC. Students also identified this assessment process would improve their writing by helping them understand the types of errors they were making and why these errors were incorrect. Students also indicated this type of assessment would help build a relationship with the instructor and help them be successful in the class.

Business Report Writing Students’ Perceptions of Their Ability to Succeed in an Online Environment vs. Students’ Performance in an Online Course

The trend for online courses and programs continues to expand as today’s learners request an anytime, anywhere learning environment. To design effective online learning, data must be collected to review students’ perceptions of their ability to succeed in an online environment and their performance in online courses. This manuscript describes an experimental research study conducted with business report writing students in a College of Business. The control group was taught in a traditional classroom setting and the experimental group was taught in a blended learning environment. Students had a high level of perception of their technology abilities and ability to be successful in an online environment; however, there was significance different in performance between the two groups on assignment and post-test scores.

Moving mountains: integrating innovative pedagogy and technology techniques into a semester-long new faculty orientation program

Fall 2007 saw the first semester-long orientation for new faculty presented by the Center for Instruction, Research, and Technology at Indiana State University (ISU). Twenty-five new faculty members met twice a week for an hour and a half each meeting time over the fall semester completing the new faculty orientation program in January. The 45 hour program had three goals: 1) enhancing the new faculty members role as an effective classroom teacher, 2) enhancing the new faculty members role as a productive researcher, and 3) supporting the new faculty members integration / engagement into the ISU Community. The program included integration of Web 2.0 applications in the classroom to create better assessment for students. Departments which participated had the option of receiving a course buy-out or

Get Your Head into the Clouds: Using Word Clouds for Analyzing Qualitative Assessment Data

3,000 in a faculty professional development account based on completing the program requirements. The presentation and paper will discuss the content of the program as well as feedback (both written and via video) from its participants.