TXDLA 2007 Presentation

1. New Approaches to
Online Learning Orientation
FS 5221: Seminar in Family Sciences
Online Master’s Program
Rhonda R. Buckley, Ph.D.
Catherine L. Dutton, M.A.
Texas Woman’s University
2007

2. Navigation
Build Community
Socialization
Course Goals

3. Assume nothing
Demonstrate patience
Repetition helps
Encourage inquiry, curiosity, experimentation
Nothing is irreparable
No one has ever died of an academic
emergency
Introducing Platform

4. Build Community- Chats

5. Seasoned Student Discussion Board (87 posts)
“Here is an exciting, new discussion forum for FS 5221 students to
get insight and experiences from seasoned OM FS students who
are approaching graduation or have actually graduated.”
Topics included: time management, course timing, types of research,
feelings of inadequacy, and help for other courses
Peer Discussion Boards (91 posts)
“This board is for you all to get to know one another better...Your
success in graduate school may depend a lot on the support you
receive from your family and friends. This board allows you an
opportunity to meet and greet your newest set of classmates!”
Topics included: Introductions, directions, helpful hints, fish, and
birthday wishes
Discussion Boards

6. • Everything is defined & repeated
• APA, Scholarly writing & research
• Interviews with other faculty
• Best approaches to graduate work
• Lengthy feedback
• Progression from undergraduate to graduate work
• Professionalism (e.g., building reputation,
appropriate communication with faculty & staff)
Socialization into Graduate Culture

7. Professionalism

8. The information in this post is interesting and shows a clear understanding of the
topic. There are a few issues to consider before submitting future work.
First, when defining a term or concept in graduate school avoid the use of
dictionaries for definitions. It sounds counterintuitive, I know, but think about the
whole process as discovering what research has told us about a topic or
concept. We want to know how researchers have defined the term…
Third, make sure that you use supporting citations to explain where information
originates. For example, "However, plagiarism has long been accepted on the
outskirts of academia where the beneficial outcome is regarded as more
important that the process of gathering insight..." All of those statements need
supporting citations. The information is true, but how do you (or anyone) know it
is true? Scholarly writing always explains from where information or statements
such as that originate. If a supporting citation is not provided, it's as though the
author is saying that he/she originally thought of or generated the information.
Ironically, that's plagiarism. Be very careful of those issues in graduate school.
Don't be alarmed at me telling you this, because I know I tell most of my
students the same thing more than once each semester. It's a learning process.
Finally, you have chosen very good journals for your supporting materials. Keep
doing just that and you'll do well!
Provide Quality Feedback

9. Content = 6 Points
Possible Points Points Received Criteria
2 The writing clearly shows insight and understanding of the
materials read. Writing provides clear, specific detailed
examples to support the students’ points.
2 The writing shows clear critical thinking about the
materials read.
2 The writing meets minimum length requirements.
Organization = 1 Points
Possible Points Points Received Criteria
1 The writing flows smoothly and is logically organized
Style = 1 Points
Possible Points Points Received Criteria
1 Language is precise. Sentences are varied but not
noticeably so. Active voice is apparent. Sentences are
always complete and free of confusion and ambiguity.
Grading Rubrics

10. Student Feedback
“I am delighted to see a course such as this one added to the
online MS curriculum“
“I think the class is perfectly formatted. I wouldn't change a thing.”
“The teaching assistant responded rapidly to questions. However,
some links to course material were unavailable until prompted by
a student's inquiry. Overall, the course was very enjoyable.”
“The instructor was encouraging and reassuring when I had
concerns. She responded quickly to questions. Feedback was
helpful.”
“The chat sessions were wonderful! It was nice to interact real
time with the professor and the classmates. The information
exchange was awesome. There was nothing I would change; all
aspects fit in nicely with the class.”

11. Questions?
Rhonda Buckley
rbuckley@twu.edu
Catherine Dutton
cdutton@twu.edu