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

Navigation

Build Community

Socialization

Course Goals

Assume nothing

Demonstrate patience

Repetition helps

Encourage inquiry, curiosity, experimentation

Nothing is irreparable

No one has ever died of an academic

emergency

Introducing Platform

Build Community- Chats

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

• 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

Professionalism

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

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

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.”

Questions?

Rhonda Buckley rbuckley@twu.edu

Catherine Dutton cdutton@twu.edu