DISTANCE LEARNING IN COMMUNICATION: BLENDED OR ON-LINE? DEVELOPING AN ON LINE ADVANCED COMMUNICATION COURSE Developments in Business Simulation and Experiential Learning, Volume 34, 2007 252 DISTANCE LEARNING IN COMMUNICATION: BLENDED OR ON-LINE? DEVELOPING AN ON-LINE ADVANCED COMMUNICATION COURSE Gretchen N. Vik San Diego State University ABSTRACT To meet the needs of a growing national and international student body for a Regulatory Affairs program, we developed an on-line advanced communication course. An on-campus version of the course had been offered once or twice a year for at least six years, but many students from other locations were asking to substitute a local communication course, since most of the other courses in the program were now offered on-line. This presentation will discuss the rationale for course development, how we retained important internal controls, and how certain success factors were built into the new course. INTRODUCTION Our campus is beginning to develop some to business majors; the on-line class is limited to people in blended courses for upper division students and offers a few on-line courses. All courses must be approved by curriculum committees regardless of format, even if the course is an on- line version of an existing class. The Regulatory Affairs program, a joint program between the College of Business Administration and the College of Health and Human Services, has become an on-line program over the years as it grew and more students were from other cities, states, and countries. The communication class was the last one to go on-line, as I had serious doubts about internal controls (verifying who was writing the papers), including a timed exam, and having students give presentations. This presentation will discuss the rationale for course development, how we retained important internal controls, and how certain success factors were built into the new course. Evaluations were uniformly positive at the end of the first semester; we are revising the long paper assignment to clarify it, and developing systems to reduce the work load, which was much greater than anticipated for a class of only twenty. WHY THE GRADUATE COURSE WAS THE FIRSTCOMMUNICATION COURSE TO GO ON-LINE Teaching lower division communication classes on-line is problematic unless very good internal controls are in place. The motivation to have someone else write the papers is high when the course is a barrier to entry into upper division. As a result, many of these lower division courses are hybrid or blended courses, which have a number of units on-line, but more than one face-to-face session for in-class case exams and some document review. At this point, we have no plans to make the core sophomore course an on-line one. Upper division and graduate courses seem to have less pressure to succeed at any cost, so our first entry into on- line development in the business communication area was the graduate writing and speaking class. In 1999, 14 students were in the Regulatory Affairs program; all lived in the county. By 2006, of the 63 students in the program, three-fourths were located elsewhere. Regular sections of the course are offered the Regulatory Affairs program. HOW TWO IMPORTANT ASSIGNMENTS WERE RETAINED TIMED WRITTEN CASE EXAM We were able to retain the in-class case exam component by having a timed writing posted on the given date. Timed writing gives students practice in thinking on the job, proofreading under time pressure, and writing for a professional audience. The exam was made available for more than a day to allow for different schedules and time zones; once a student opened the exam, the resulting memo or letter was sent and the students could not access it again. Thus students could not open and read the exam, go do some research or get advice, and then come back and take the exam later. A time clock counted down (and apparently was somewhat distracting), and extra time was reported with the “answer” sent. The only drawback of this system was that the memos generated were not sent in very professional or attractive format, so had to be evaluated only on content, not presentation. Programming to allow for a better format, we are told, would be very expensive. “IN-CLASS” ORAL PRESENTATION The final presentation was handled by a combination of visual review (students submit a PowerPoint presentation on the due date) and later teleconference, in which students walked the instructor and a small peer group of reviewers through their slides. The peer group and the instructor and facilitator asked questions and made comments; the peer group also Developments in Business Simulation and Experiential Learning, Volume 34, 2007 253 submitted peer evaluations using a detailed oral presentation rubric (Attachment 1). SELECTED COURSE LOGISTICS In the ten-week course, each unit begins on Monday and ends Sunday. Students are encouraged to read text and linked readings over the weekend, then answer posted discussion questions on the Discussion Board several times during the week. Every week, we completed one unit. Attachment 3 shows the schedule. One advantage of on-line courses for the usually busy professionals in the Regulatory Affairs program is that they can set their own study schedules rather than being required to work on a class at a particular day or time. Having a set schedule of due dates is important, however, as this helps the class move along and helps students build on earlier assignments with more advanced, later assignments. Unlike some programs that tend to overcrowd on-line classes and require excessive numbers of work hours, especially responding to emailed comments and questions, this course was set up to provide a previous student as a facilitator if the enrollment grew over 10-12 students. A technical trouble-shooter also works with the course to answer students’ software and hardware questions. SUCCESS FACTORS IN OUR FAVOR 1. Students are working professionals who are improving their writing and presentation skills, not undergraduates with little work experience. 2. Assignments build on one another to help students improve in specific ways. 3. Course design limits some on-line course pitfalls, such as having to be “on” and available 24/7; perfunctory responses on Discussion Boards just to build individual response stats; and poor work caused by letting the work go until the last week or so. STUDENTS’ PROFESSIONAL BACKGROUND In the first class of 21 people, all were employed in biotech, pharmaceutical, or medical device companies. Job titles included pharmacist, Regulatory Affairs managers, Quality Compliance, Validation, Clinical Safety Specialist, Regulatory Intelligence, International RA, Medical Writer, and Validation Engineer. ASSIGNMENTS AND ACTIVITIES As the list below shows, both short and long documents were produced, and some assignments built on one another. Short Paper #1: Executive Summary of an FDA Guidance Short Paper #2: Elevator Speech Course Paper: Rationale Statement (attachment 2), Draft, Final paper Two choices for topic: professional journal article or thesis proposal Visual Support Project (includes peer evaluation) Teleconferences Case Exam: Written Communication in Response to Work Situation Exercises • Evaluate Your Prior Writing • Email response to a Sensitive Work Situation Discussion Boards • Your Goals for the Course (not graded) • Elevator Speech—How Did it Go? • Reflection—What Will You Do Differently Now? The longest paper required an early Rationale Statement that provided an introduction to the thesis proposal or journal article. This introductory material let the reader know the topic and context for the proposed paper. Usually about two to three pages long, it includes: “a description of the topic or issue that you wish to investigate, an indication of why the topic is worth studying, a description of the sub-topics you would review, your research plan (for a publishable article) or methodology (for a thesis proposal), an annotated bibliography for at least 4 sources.” An interim draft of the long paper was required to keep students on track and to avoid having long papers written at the last minute. The Elevator Speech, once used, was the subject of a discussion board. The initial discussion board was used again for reflection at the end of the course. DISCUSSION BOARD RULES AND LIMITATIONS To make the discussion board most useful, students are asked to respond several times during the week, not all at the beginning or the end. They must also make a substantial contribution, not just agree with the previous posting. These instructions are part of the section telling students how to use the boards: Your postings should advance the group's negotiation of ideas and meanings about the material; that is, your contributions should go beyond a "ditto." Some ways you can further the discussion include: o expressing opinions or observations. These should be offered in depth and supported by more than personal opinion. o making a connection between the current discussion and previous discussions, a personal experience, or concepts from the readings, o commenting on or asking for clarification of another student's statement, o synthesizing other students' responses, o or posing a substantive question aimed at furthering the group's understanding. Developments in Business Simulation and Experiential Learning, Volume 34, 2007 254 CONCLUSION While not the same as an on-campus course, the on-line class provides practice and evaluation in both writing and speaking, and enables us to have more quality control than allowing students to substitute a wide variety of local courses. We can cover professionally related topics and formats rather than more general writing course assignments often found in the substitute courses. We retained an in-class exam (as a timed writing in the eighth week) and a presentation, since the problem area in the on-campus course was usually the visuals, not the speaking ability, of the students. In a perfect world, we would rather see our students and get to know them, but the course we designed is a worthy replacement for this contact, given the dispersed student body in the program. We are looking forward to developing new assignments and further enhancing the students’ experience in distance learning. Attachment 1: Peer Review Form: Visual Support and Teleconference Rubric Performance Area Meet/Exceeds Standards Approaching Standards Less than Adequate Limited Planning Visuals have clear and compelling structure that shows how presentation will develop. Visuals have adequate structure to show how presentation will develop. Visuals do not use blueprint slide, or use generic titles such as Agenda. Visuals do not show use of course readings and principles. Development Visuals enhance presentation by having sufficient but not excessive information. Visuals support presentation but may be formulaic. Visuals have too many points, or too many words, or too-small font. Visuals limit understanding of topic because of little detail. Graphics Visuals are enhanced with clip art or other relevant graphics. Visuals have generic clip art or graphics. Graphics do not accurately represent topic; no graphics. Poorly chosen or executed graphics; errors in graphics. Font Chosen font is clear. Font is readable. Font is difficult to read. Font is not readable. Bullets Bullet choice fits topic Bullets are defaults only. Bullets rarely used. No bullets; poor use of bullets. Proofreading No spelling, grammar, or mechanics errors. Visuals are relatively free of errors in spelling, grammar, mechanics. Visuals have several errors in spelling, grammar, mechanics. Visuals have serious and persistent errors in spelling, grammar, mechanics. Teleconference Presenting Skills Energy in voice, all slides not read word for word, teleconf added info to slides, smooth slides changes, timing ok Read slides with expression or added info, smooth slides changes, timing ok or adjusted well Read slides with some expression, some added info, fairly smooth slide changes, timing ok or quickly moved through last slides Reading without much expression, hard to follow changes, slides read when time over Attachment 2: The Rationale Statement The Rationale Statement provides an introduction to your thesis proposal or journal article. This introductory material lets the reader know the topic and context for your paper. While there is no prescribed length, the Rationale Statement should be concise, generally about two to three pages long. It should include: • a description of the topic or issue that you wish to investigate, • an indication of why the topic is worth studying, • a description of the sub-topics you would review,. • your research plan (for a publishable article) or methodology (for a thesis proposal) • an annotated bibliography for at least 4 sources. Developments in Business Simulation and Experiential Learning, Volume 34, 2007 255 Attachment 3: Course Schedule Week 1 Basics and Strategies for Business Communication Week 2 Audience Analysis Week 3 Types of Communication: Informational Documents Week 4 Types of Communication: Persuasive Communication Week 5 Types of Communication: Writing for Non-Technical Audiences Week 6 Types of Communication: Presentations and Visuals Week 7 Types of Communication: Email and Electronic Communication Week 8 Barriers to Effective Communication Week 9 Cultural Considerations in Communication Week 10 Reflection Table of Contents Volume 34, 2007 Experiential Teaching May Lead To Experiential Learning The Role Of Learning Versus Performance Orientations When Reacting To Negative Outcomes In Simulation Games: Further Insights An Analysis Of The Interaction Of Firm Demand And Industry Demand In Business Simulations Consistency Of Participant Simulation Performance Across Simulation Games Of Growing Complexity Assessing And Incentivizing Learner Contribution And Performance Excellence: Creating Win-Win Evaluation Options The Technological Impact Analysis: A Research-Based Exercise To Heighten Learners' Technological Sensitivity Beginnings: How We Start the Semester and Individual Classes : A Roundtable Discussion Simulation Performance and Its Effectiveness As A PBL Problem: A Follow-Up Study The Use of Multimedia Learning Tools to Facilitate Online Learning of Business Statistics Forecasting Accuracy And Learning: A Key To Measuring Business Game Performance Panel Discussion: Alternative Ways of Using the Internet for Business Simulations to Input Decisions, Process, and Present Financial and Economic Data Output Absel Research -- One Additional Perspective On Where We Are And Where We Have Come From Assessing participant learning in a business simulation From Case Presentation To Case Facilitation: How Assessment Changed The Capstone Course The Use Of Computer-Assisted, Interactive Role-Play Simulation In Hong Kong Corporate Positioning: A Business Game Perspective Demonstration Of A Computer-Assisted Global Business Simulation Applying .NET Remoting To A Business Simulation Assessing Emotional Intelligence: The EQ Matrix Exercise Outcomes And Observations Of An Extended Accounting Board Game The Use Of Learning Styles Questionnaire In Hong Kong Forming Teams For Classroom Projects Online Budgeting And Marketing Control With The Proforma Analysis Package The Effect Of Experiential Learning Experiences On Management Skills Acquisition Students' Perceptions on the Individual Managerial Performance Orderness: A New Definition Of Alignment An Exploratory Study Of The Efficacy Of Servsafe® Online Team Behavior And Team Success Results From A Board Game Simulation Telecommuting Internships - Do They Work? The WEE GAME: A Pre-Game Effects On Learning When Students Have Information About Games And Their Outcomes When Playing Them Assessment And Simulations: Measuring The Academic Learning Compacts Within Dangerous Business: An Interactive Ethics Case Activity The Paradise Islands Assessing And Applying fiAppropriatefl Conflict Management Styles Distance Learning In Communication: Blended Or On-Line? Developing An On-Line Advanced Communication Course World Café: Simulating Seminar Dialogues in a Large Class The Programming Game: An Exploratory Collaboration Between Business Simulation And Instructional Design The Canary Principle: An Alternative Model for Providing Real-Time Coaching in an On-Line Discussion Environment Assessing Character Development Using A Direct-Approach Business Ethics Exercise Persistence Of Decisions By Simulation Game Participants The Invalidity of Profit = f(Product Quality) PIMS Validation of Marketing Games A Study of The Applicability of The Perceptions of Organizational Politics Scale (POPS) For Use in The University Classroom The ROI Of Connected Projects: A Payroll Example Initiation of Research on Gaming Simulation in Japan Inappropriate Use of Citations and Corrupting the Body of Knowledge: Accepting Urban Legends as Truth An Exploration Of The Perceived Value Of Highly Socio-Inductive Learning How "Whole" Is Whole Person Learning? An Examination Of Spirituality In Experiential Learning Modeling Outsourcing and Strategy Alignment into a Business Game Successful Integration Of Webct Into A Small Business School The Thinking Steps Model In Game Theory: A Qualitative Approach In Following The Rules The Application Of Means-End Theory To Understanding The Value Of Simulation-Based Learning Armchair Travel: An active learning approach to increasing global awareness and participant self-efficacy Goldratt's Thinking Process: Is there a place for it in the Total Enterprise Simulation Assessing And Developing Student Skills Using a Group Exercise Computer Business Simulation Design: Novelty & Complexity Issues