Proceedings of the CSU Business Conference on Online Teaching and Learning;
November 20- 21, 2008, California State University, Dominguez Hills
CSU Business Conference
on Online Teaching and
Learning
PROCEEDINGS
November 20- 21, 2008
California State University,
Dominguez Hills
http://conference.csuprojects.org/business/home
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TABLE OF CONTENTS
PEDAGOGICAL ISSUES
Paper 1: So You Want to Teach Online: The Challenges and the Issues………………...6
Shirley Stretch-Stephenson
R. Rika Houston
Stephen Pollard
Matt Stoelting
CSU Los Angeles
CSU Los Angeles
CSU Los Angeles
Cengage Learning
Paper 2: Challenges of Engaging and Exchanging Creativity, Innovation, and
Satisfaction through Online Learning…………………………………………..7
Brenda Riddick
CSU Dominguez Hills
Paper 3: Online Instruction and Cheating: Myth or Reality?.............................................8
Tom Wielicki
CSU Fresno
USE OF TECHNOLOGY IN TEACHING AND LEARNING
Paper 1: Teaching in a Holodeck: Using a Virtual Environment to Stimulate
Learning……………………………………………………………………….12
Ida Jones
CSU Fresno
Paper 2: How do we teach Management Using blogs, opensource software and
Youtube to teach Gen V………………………………………………………...13
Asha Rao
Daniel Martin
Rushi Karichalil
CSU East Bay
CSU East Bay
Tulane University
Paper 3: A Component Model Approach to e-learning…………………………………14
Nanda Ganesan
CSU Los Angeles
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
SPECIALIZED COURSES AND PROGRAMS
Paper 1: Tools and Methods for Teaching Information Assurance Online……………15
Ludwig Slusky
Parviz Partow-Navid
CSU Los Angeles
CSU Los Angeles
Paper 2: Transforming Intermediate Accounting for Improved Student Success………17
Alan Styles
Linda Scott
Zheng Wang
CSU San Marcos
CSU San Marcos
CSU San Marcos
Paper 3: Skills and Concepts for 3rd Generation IT Core Courses……………………..
Larry Press
CSU Dominguez Hills
Paper 4: Online Teaching of a Web Development Literacy Course……………………21
Ralph Westfall
Cal Poly Pomona
PROGRAM/ CURRICULUM DEVELOPMENT AND DESIGN
Paper 1: Examining Graduate and Undergraduate Online Programs…………………...22
Xia Zhao
Ernest Jewell
Thomas Norman
Kaye Bragg
CSU Dominguez Hills
CSU Dominguez Hills
CSU Dominguez Hills
CSU Dominguez Hills
Paper 2: Teamwork and Team Performance in Online Simulations: The Business
Strategy Game……………………………………………………………………………24
Steve Jenner
Tom H. Foote
CSU Dominguez Hills
Colorado Technical University
Paper 3: My Experience in Teaching Online: Confessions and Observations of a
Survivor………………………………………………………………………...28
David St. Clair
CSU East Bay
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Paper 4: Operating a Very Large-Section Hybrid Online Marketing Class in a Public
University: Lessons Learned Over Six Years…………………………………31
Bruce Robertson
Kevin Kelly
San Francisco State University
San Francisco State University
USE OF TECHNOLOGY IN TEACHING AND LEARNING
Paper 1: MERLOT 101: How to Hit the Ground Running……………………………...
Barbra Bied Sperling
Office of the Chancellor
Paper 2: Communicating With The MERLOT Community……………………………33
Sorel Reisman
Office of the Chancellor
Paper 3: Task Context and Computer Self Efficacy in the Era of Web 2.0 Online
Learning Tools ………………………………………………………….…….35
Malu Roldan
Richard Burkhard
San Jose State University
San Jose State University
Paper 4: Meeting Challenges of Teaching Online Classes: Shifting to
Learner-Focus…………………………………………………………..………………36?
Roger Berry
CSU Dominguez Hills
PROGRAM/CURRICULUM DEVELOPMENT AND DESIGN
Paper 1: Administrative/Policy Challenges in Program Development in Online
Environments: Lessons Learned from the CSU Fresno Experience………...36?
Rassoul Yazdipour
CSU Fresno
Paper 2: Creating the Online Course: A Substantial Investment with Solid
Returns…………………………………………………………………………38
Lois Bitner Olson
San Diego State University
Paper 3: Lights! Camera! Action………………………………………………………..39
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Vince Turner
Cal Poly Pomona
Paper 4: Efforts to Promote Active Learning in an Online Setting……………………..40
Mohamed H. El-Badawi
Myron Sheu
CSU Dominguez Hills
CSU Dominguez Hills
PEDAGOGICAL ISSUES
Paper 1: Challenges in Teaching Large Online Sections……………………………….42
Carlos Navarrete
Ruth Guthrie
CSU Pomona
CSU Pomona
Paper 2: Pedagogical Issues in Teaching Advanced Communication On-Line………...43
Gretchen Vik
Helen Anderson-Cruz
San Diego State University
San Diego State University
Paper 3: Web-Based Methods for Teaching Listening Skills: Applying the National
Academy of Science Model…………………………………………………...44
Don McCormick
CSU Northridge
Paper 4: Web-Based Simulations for Student Engagement in Online Learning………..45
David Rahn
CSU Chico
Paper 5: Online Writing Intensive Course………………………………………………46
Jeff Badrtalai
CSU Dominguez Hills
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
SO YOU WANT TO TEACH ONLINE: THE CHALLENGES AND THE ISSUES
Shirley Stretch-Stephenson
Department of Marketing, California State University, Los Angeles
R. Rika Houston
Department of Marketing, California State University, Los Angeles
Stephen Pollard
Department of Economics and Statistics, California State University, Los Angeles
Matt Stoelting
Third Party Integrations, Cengage Learning
Abstract
As instructors embrace the use of the internet in the teaching process, they are taking on a
task that will enhance their teaching activities yet potentially create endless frustrations.
Challenges faced as early online teaching adopters to non-online adopters, as a tech savvy
instructor to non-tech savvy instructor, as a total online instructor to thinking about
getting online will be covered. Issues to think about and possible solutions for those
unanticipated problems as well as the type of creative thinking that may be required to
feel comfortable teaching online will be covered. The purpose of the session will be to
create an interactive session to share instructor, student, and technical issues and
challenges for those just starting out to those well versed in online teaching. The session
will be specifically address issues that created frustration when doing online teaching.
The authors with marketing, economic, and business statistics backgrounds will share
various challenges and ideas as well as present solutions that worked and did not work at
both the graduate and undergraduate levels. The audience will be encouraged to share
their personal experiences and solutions. New and relatively new instructors who wish to
integrate online technology into their classrooms, as well as seasoned online teachers
who seek new ideas will be able to learn vicariously about challenges they may encounter
in both internet only and seat-time classes.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
CHALLENGES OF ENGAGING AND EXCHANGING CREATIVITY,
INNOVATION, AND SATISFACTION THROUGH ONLINE LEARNING
Brenda Riddick
CSU Dominguez Hills
Abstract
As more and more brick and mortar institutions seek alternative ways to generate revenue
and reduce internal costs, teaching over the internet has provided such an alternative to
the traditional face to face classroom setting. Developing curriculum that will generate
high levels of student interaction, participation and collaboration presents several
challenges especially for those who are new to this type of learning environment.
Promoting student learning and achievement of student learning outcomes using eclassrooms presents its share of challenges and rewards. Integrating interesting subject
matter and creating dynamic student teams helps to facilitate a more interesting and
cooperative learning center and typically guarantees a level of satisfaction for both the
lecturer and students. The social component to learning from others through varying
perspectives gained from sharing insights and information will often lead to a certain type
of virtual classroom solidarity for achieving success. This solidarity seeks to leave no
student behind in the process. This paper will explore the challenges of engaging and
exchanging creativity, innovation and satisfaction through online learning.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
ONLINE INSTRUCTION AND CHEATING: MYTH OR REALITY?
EMPIRICAL STUDY
Tom Wielicki
Craig School of Business, California State University, Fresno
tomaszw@csufresno.edu
Abstract
An online upper division undergraduate MIS course has been designed and delivered to a
sample of over 200 students over consecutive five semesters. The same course was
concurrently delivered in a web-enhanced version (paperless course with regular
classroom lectures). This paper reports on a study, which attempts to answer numerous
questions regarding impact of an e-learning format on quality of educational experience.
Specifically, in this part of the study we will try to find out whether online testing with an
open book format is compromising integrity of assessment in e-learning by encouraging
cheating among students, and what is the difference in assessment between students in a
web based (fully online) class versus web enhanced class.
Introduction
E-learning is becoming increasingly dominating delivery format for training and
education. It has been widely adopted by the corporate world as it is extremely cost
effective in delivery of internal corporate training [1]. The same cannot be said about
education – especially higher education, where objectives of instructional activities are
broader and more complex then objectives of typical training. Also, universities seem to
have more problems with incorporating this new technology into an overall strategy and
business processes since – ironically – they are more resistant to change [2]. This may be
a reason for apparent differences between number of online credit courses and degree
programs offered by lower tier unaccredited institutions and those fully accredited.
Accredited degree programs seem to be much more cautious in adopting e-learning
format out of concern about quality of education and requirements of accrediting
institutions. Big part of this skepticism is attributed to legitimate questions about
reliability of online testing and assessment, especially at the undergraduate level.
Specifically, issue of security or lack of it in a web based testing has been preoccupying
researches like Adams and Armstrong (1998) leading to numerous software solutions like
their Eval program used for testing at undergraduate level [3].
Methodology and hypothesis
A sample of 230 students took an upper division undergraduate MIS course, which was
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
delivered fully online using Blackboard 6 – a comprehensive e-learning environment
(LMS). At the same time another 186 students took the same course with the same
instructor and using the same text book but in a web enhanced mode. Web enhanced
mode is defined here as a paperless class with all materials, handouts and communication
delivered in a digitized form (using Blackboard -content), with all tests administered
online but with students still participating in a traditional lectures in classroom settings.
Couples of hypothesis were formulated addressing different dimensions of quality of
assessment process:
Online open book delivery format of quizzes and tests is conducive to cheating and
abuse, therefore test scores will be impacted by the assessment feedback
Online open book delivery format of quizzes and tests is conducive to cheating and
abuse, therefore test scores will be impacted by the level of questions
randomization used in the assessment
Students in a web enhanced class taking online tests have more chance to organized
themselves for a purpose of cheating than those taking fully web based class, thus
they will do better on the same set of online tests
Web based delivery format as more “anonymous” and conducive to cheating will
provide for higher average grades then web enhanced format
A sample of total 416 students took 12 quizzes and 2 tests during one semester upper
division MIS course. This means that total number of graded assignments (quizzes and
tests) used in this study is equal to 5824. It has been insured that the level of difficulty
was uniform for all students by using the same pools of questions, the same textbook and
the same time frame for the assignments. About a half of the sample were web based
students (online course), which had almost no face to face contact with the instructor and
each other. The other half of the sample included students that participated twice a week
in a regular lecture, knew each other and benefited from instructor’s face to face
consultation hours.
Numerous statistical tests have been conducted to verify some of the hypothesis listed
above. Primary focus of this analysis was on the issue of searching for statistically
significant difference in the mean scores on online assignments administered under
different settings, which were more or less conducive to cheating and abuse by the
students. The first test was conducted using One-Way ANOVA F-test for verification of
significant difference among the mean scores on assignments administered with different
level of feedback (treatments). Similarly, One-Way ANOVA F-test was used for
verification of significant difference in the mean scores obtained on online assignments
administered with a different form of randomization (treatments).
A variable that was measured for every treatment was an average score (class mean) on a
given test or quiz with specific format. It was assumed that - should students abuse an
online format of testing – the mean of scores should consistently drop as we move from
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
“easy to cheat” treatments to “difficult to cheat” treatment. In other words – if there was
any abuse of online testing among students, it was expected that difference between the
mean scores will be statistically significant as we compare different combined setups.
Preliminary Results
Preliminary results seem to contradict couple of myths to which academic community
often prescribes:




in general, delivery of quizzes and tests in an online/ open book format does not
seem to be conducive to cheating as it does not lead to variations in scores
obtained by students under different assessment setups,
it appears that making answers to questions available to students right after
completion of an assessment (treatments SCA) does not have statistically
significant
impact on average score regardless whether questions were
randomized or not,
randomization of questions when delivering an online quiz or test does not cause
statistically significant difference in the means of scores,
there is no significant difference between the mean scores of online tests between
web based (fully online) students and those using web-enhanced format, which
would imply that a better chance for cooperation in the classroom settings does
not necessarily translates into cheating when taking online tests. However, bigger
spread among means for web-enhanced format requires some more study and may
be an indication for some ever so misguided cooperation between students taking
online tests.
An overall conclusion should perhaps be formulated in the following way: an average
student taking an online class is less mischievous and interested in cheating as he/she is
overworked, disconnected and ill organized to be an effective cheater. Cheating and
abusing online testing environment can be easily made very time consuming and difficult
for students by a skillful instructor. Randomization of the questions seems to have a
minimal effect on mean scores, whereas revealing answers upon completion of the
assignment does not increase possibility of cheating.
It seems that complexity of the material studied has much more to do with the mean
scores than with a format of online tests measured in terms of “degree of difficulty in
cheating.” This would indicate that online testing format of e-learning does not
necessarily diminish quality of educational experience and does not compromise integrity
of assessment process. This perhaps cannot be said about online content delivery that
most likely is depriving recipients of a significant “value added” associated with face to
face lecturing and interaction with the instructor. This may hopefully be alleviated
overtime with ever more powerful e-learning technology.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
References
[1] Zhang, D., Nunamaker, J., 2003, Powering E-Learning In the New Millennium: An
Overview of E-Learning and Enabling Technology, Information Systems Frontiers, 2,
(5), pp: 207 - 218
[2] Jones, N., O'Shea, J., 2004, Challenging hierarchies: The impact of e-learning, Higher
Education, 48, (3),2004, pp: 379 - 395
[3] Adams, J.C.,Armstrong, A.,1998, Web-based testing: A study in insecurity, World
Wide Web, Volume 1, Issue 4, 1998, Pages 193 – 208
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TEACHING IN A HOLODECK: USING A VIRTUAL ENVIRONMENT TO
STIMULATE LEARNING
Ida M. Jones
Craig School of Business
California State University, Fresno
idaj@csufresno.edu
Abstract
A “holodeck” is a virtual room where users engage in experiences and interact in that
environment as though the environment was a real physical environment. The holodeck
is the ultimate immersive environment—in the holodeck the individual is physically
present and interacting with a computer program that projects holo-images that appear
real. Immersive environments that place learners in situations where they must
experience and react to stimula have the potential to enrich the online educational
experience through tapping into learners’ interest in problem solving. Education research
confirms that immersive experience that requires problem-solving results in richer, more
meaningful and more effective learning.
Second Life is a persistent virtual environment in which users create content. Users
interact through avatars (virtual representations of themselves). A number of educational
institutions have created a presence in Second Life and some have created simulations
that encourage problem solving. In this presentation, the author will discuss educational
research that supports the use of immersive or experiential techniques, present examples
of virtual environments in Second Life and discuss learning that has occurred when
Second Life was used as part of a course. The presenter was also discuss issues that arise
when using such an environment, including issues of assessment, accessibility,
availability of technology, training on technology use, platform stability, and other
issues.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
HOW DO WE TEACH MANAGEMENT? USING BLOGS, OPENSOURCE
SOFTWARE AND YOUTUBE TO TEACH GENV
Asha Rao
California State University East Bay
asha.rao@csueastbay.edu
Daniel Martin
California State University East Bay
dan.martin@csueastbay.edu
Rushi Karichalil
Tulane University
rkaricha@tulane.edu
Abstract
While former Vice President, Al Gore claimed ownership of creating the Internet,
academics used the net long before it was embraced by the general public. Yet, searches
of common management scholarship sites such as the AoM journals and ABI Inform do
not indicate how we make use of the electronic tools that the Internet provides in
management education. The purpose of this panel is to present three teaching tools that
harness the “free” power of the Internet to engage and educate our management students,
and engage our colleagues to determine where we as educators can go from here.
References
Chute, E. 2007. How to take a course at MIT free – at home, Pittsburgh Post Gazette,
Nov, A1.
Convey, C. 2006. Youtube and the cultural studies classroom, Inside Higher Ed. Nov.13.,
http/insideighered.com/views/2006/11/13/convey. Retrieved Jan 15, 2008.
Frost, P. and Fukami, C. 1997. Teaching effectiveness in the organizational sciences:
Recognizing and enhancing the scholarship of teaching, Academy of Management
Journal, 40(6), 1271-1281.
Gomes, L. 2006, Will all of us get our 15 minutes on a Youtube video? The Wall Street
Journal Online, Dow Jones and Company, 2006-830. Retrieved on 2007-11-24
Proserpio, L., and Gioia, D. 2007. Teaching the virtual generation, Academy of
Management Learning and Education, 6(1), 69-80.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
A COMPONENT MODEL APPROACH TO E-LEARNING
Nanda Ganesan
Department of Information Systems
California State University, Los Angeles
nganesa@calstatela.edu
Abstract
A learning model consisting of different learning components was developed for
implementing e-learning in a largely commuter campus. The primary objective of the
model was to build a flexible learning environment that enhanced the learning experience
of the students. The components of the model were namely course websites, multimedia
learning modules and cyber labs. Over the years, the first two components have evolved
significantly to become an essential and integral part of learning. The development of the
third component was suspended due to security concerns. In designing the course
websites, several design alternatives were considered for the sites. Likewise, different
types of multimedia modules were developed representing chalk-and-talk type of
lectures, PowerPoint presentations and software tutorials for use in classrooms. The
multimedia modules in particular made a significant contribution to learning efficacy.
The combined use of the course websites and the multimedia modules was beneficial to a
student body consisting largely of commuting students. The various factors such as the
tools and techniques used in the development of the websites and the multimedia
modules, and the pros and cons of the design alternatives considered are discussed in this
paper. Additionally, the current work in progress that includes the creation and use of
Wikis and the porting of multimedia modules to YouTube and iPod are also described.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TOOLS AND METHODS FOR TEACHING
INFORMATION ASSURANCE ONLINE
Ludwig Slusky
Department of Information Systems
California State University, Los Angeles
Parviz Partow
Department of Information Systems
California State University, Los Angeles
Abstract
World Internet penetration rate increases and with the current growth will reach 50% by
the year 2030. In line with this increase, the need for Information Assurance (IA)
professionals and for public IA awareness programs is on the rise. Statistics show that the
information security attack sophistication steadily goes up while the intruders’ knowledge
level is diminishing.
As a part of a funded research project (Ludwig Slusky, 2008-2009) at California State
University, Los Angeles (CSLA), this presentation describes selected findings in
investigation of innovative methods, tools, best practices and tailored guidelines for
teaching online courses in Information Assurance. The project will result in two courses:
(1) a supervised IA online course for registered students as a component of the
Information Security curriculum at CSLA and (2) a short unsupervised IA awareness
online course for students, faculty, and administration personnel of the university.
“IA practitioners seek to protect and defend information and information systems by
ensuring confidentiality, integrity, authentication, availability, and non-repudiation.”
(Wikipedia) Topics of IA include protection of personal information, common threats,
major elements of computer security, computer forensics, trust, and more.
Teaching methods and approaches to e-education in IA depend on several factors, such as
characteristics of participants including their technological preparedness and motivation;
availability of technologies for content presentation ("moderately conservative” or
"moderately innovative"); focus on individual or group work, synchronous/ asynchronous
communication, knowledge questioning and assessment of students and faculty, selection
of technologies for social interaction among the participants, etc. It is important to
distinguish awareness, training, and education models in terms of objectives, teaching
methods, test measures, and impact timeframe. In training, for example, the demand for
learning is changing from Just-in-Case to Just-in-Time to Just-for-You.
The Psychology of Cyberspace Relationships plays increasingly important role in
Cyberspace behavior of students. As a substitution for in-person relationship, it affects
behavioral aspects from text/e-mail communication to conflict resolution online.
According to Gardner, people of different age, gender, social class or geography are
blending today together into a new online group called “Generation Virtual” (Generation
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
V), which can be subdivided into four categories: creators, contributors, opportunists, and
lurkers. Based on their technological accomplishments and preferences for digital
technology, the Generation V students belong to one or another category. Such
distinction must be noted in planning for online IA course.
Face-to-face collaboration that exists naturally in traditional classrooms needs to be reinvented in a virtual classroom. New collaborative tools and social software are
becoming active catalysts for change of the teaching model. Innovative tools, like
Google’s Blogger, Google Docs & Spreadsheets (for creating, storing and sharing
documents), and Google Calendar help users share resources and collaborate interactively
in educational environments. Followers of the “blogging pedagogy” are experimenting
with popular social networks like MySpace and Facebook as teaching tools.
“Getting to know your enemy” is a motto for various defense strategies. Then, should
ethical hacking be taught as a career course? It is not very practical to teach IA without
minimally exploring popular vulnerabilities and the methods used to correct them.
Among all topics and activities related to IA training and education, practical home
assignments and experiments with IA tools (whether implemented in online Laboratory
or on home personal computers) are more than others suitable for online model of
learning. VisualRoute, TrueCrypt, EnCase Forensics are among the tools discussed in the
presentation.
The pre-requisite mini-courses may be needed depending on students’ background: in
computer security, in human interactions with technology, or in both.
The content of IA is constantly being updated with concepts and terminology frequently
taken from the field, not from the textbooks. As a result, collaborative tools and search
engines became an integral part of online teaching.
This presentation will be beneficial for anyone interested in IA whether or not belonging
to Generation V.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TRANSFORMING INTERMEDIATE ACCOUNTING FOR IMPROVED
STUDENT SUCCESS
Alan Styles
California State University San Marcos
astyles@csusm.edu
Linda Scott
California State University San Marcos
lscott@csusm.edu
Zheng Wang
California State University San Marcos
zwang@csusm.edu
Abstract
In 2007, CSU San Marcos was awarded a transforming course design grant from
the Chancellor’s Office. Our goals were to promote active learning, increase
faculty/student interaction, improve student learning outcomes, integrate appropriate
academic technology to promote learning, and to develop an effective process for
transforming courses. Research from The National Center for Academic Transformation
clearly supports the conclusion that course redesign can infuse technology into courses
with high dropout and failure rates with the result of increased student completion rates
and higher grades for all students (Twigg 2005).
As a challenging “gateway” course with typically high failure rates, and taught on
many CSU campuses, Intermediate Accounting I was an ideal candidate for the CSU
Transforming Course Design Initiative. It is generally the first course accounting
students take after admission to any accounting program; as such, it is also a prerequisite
for many of the upper division accounting courses. An increase in workload and rigor
compared to principles of accounting classes presents a difficult “hurdle” to clear for
many students (Shoulder and Hicks, 2008; Turner, Holmes and Wiggins, 1997).
For over a year, two accounting faculty supported by campus academic technology
experts have explored online technologies to transform traditional approaches of
accounting instruction to the learning approaches of “Generation Me” students born since
1970 (Twenge, 2006). As part of the Transforming Course Design grant, Dr. Jean M.
Twenge, a professor of psychology at San Diego State University, made a presentation at
our campus sharing her research in her recent book, Generation Me: Why Today’s Young
Americans are More Confident, Assertive, Entitled-and more Miserable than ever Before.
Both the book and her presentation helped us understand that we need to expand our
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
teaching strategies for this generation of students who were raised with an emphasis on
developing their self esteem.
Accounting by its nature is a detail-orientated, ever-changing and cooperative discipline;
accountants must frequently update their knowledge and communicate information to the
various stakeholders. Accounting students must develop an ability to learn and work
independently, but also act as a coordinating member of business teams. We posit that
the traditional approach to Intermediate Accounting based on lectures, independent
studying and individual exams does not motivate our students to develop the skill set the
accounting profession demands of them. We have discovered that members of Generation
Me do not predominantly come to us with independent learning skills and a demand for
excellence. They focus on social interaction and crave self-esteem and reinforcement of
success. We are redesigning our course to provide a structured approach to help students
develop independent learning skills while engaging in group learning activities. We are
attempting to harness the Generation Me’s desire for social interaction and personal
expression using online technologies to develop the skills needed of today’s accounting
professional.
A recent PEW (2007) study on teens and social media support Twenge’s (2007)
conclusions and further motivate our general approach of increasing supplemental online
learning. The study found that “content creation by teenagers continues to grow, with
64% of online teenagers ages 12 to 17 engaging in at least one type of content creation,
up from 57% of online teens in 2004” (PEW 2007, p2). Actively engaging these students
is an important component of our course redesign. This fall, we began to pilot-test some
of these strategies to engage students. These innovations have included: videos by former
students; lectures integrated with supporting materials in a streaming video format; online
pre-lecture quizzes; online homework system; online feedback to written assignments;
electronic capture of quantitative lectures using a Tablet PC; and team electronic
presentations of problems.
We have wondered whether students would respond differently to the initial description
of the course and our expectations if they heard the message from students that have
successfully completed the course. During summer 2008 we invited four senior-level
accounting students for a video-taped focus-group discussion. Topics covered included:
incoming attitude to course and expectations, development of study approach throughout
semester, preparation for exams, most difficult material, ex-post attitude to course and
general recommendations for successful completion of the course. One student stated,
“High school was breeze for me, I did not have to study much. I came here and at first I
did not need to study much. I got A’s in the principles classes. Then I hit 301
[Intermediate Accounting I] and I had to study much more, read the chapters and figure
out the numbers.” Another student said, “The weeks of the test I would plan out my week
on the planner, so that I knew what I had to do that day and every day.” The resulting
professional-quality video clips are streamed over the Internet through the course WebCT
site and/or played in class at various points in the semester. Based on anecdotal evidence,
many students have “made a connection” with these students and their experiences. The
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
students participating in the videos have reported that current students have sought them
out and discussed the class and solicited study tips.
In the Intermediate Accounting I course an instructor will spend time explaining the
theory of key concepts and techniques, but she also has to help students develop a
problem-solving ability using illustrations and numerous examples. To facilitate student
review of these examples and lecture discussion of important concepts, one accounting
faculty created a series of videos that synchronize animated lectures slides with video
and/or audio discussion using the Mediasite software. This software also enables the
instructor to create a podcast of the video. These videos allow students to review either
complete lectures or sections of a lecture.
In the traditional approach, the stimulus for student review was predominantly the
beginning of class quiz. Online quizzes provide students with a motivating and
convenient review. The online quiz approach also lends itself well to the development of
competency in specific accounting concepts and techniques that may underpin many
aspects of the course. An example of this is the impact of core repetitive business
transactions on the accounting system, i.e. the Debit/Credit system of recording
transactions. A “Debit/Credit Competency Quiz” online allows students to test their
mastery of both in terms of accuracy and speed of recollection.
Wiley, in common with other publishers, has developed a student website to support their
texts. Students enrolling in this site have access to an online version of the textbook, self
– practice quizzes and allows instructors to assign homework online. Students
completing homework online have reported that they practice homework more through
online homework assignments and the additional practice helps them strengthen their
understandings of the concepts, theories and methods used in solving the homework
problems.
Based on research indicating the Generation Me’s propensity to create electronic content,
we have introduced an assignment that requires a team of 3 or 4 students create a video
presentation on an assigned homework problem. Students use either PowerPoint or
LecShare Pro as a file that synchronizes electronic slides with audio explanations. We
were impressed by the quality of the presentations, the depth of understanding of key
concepts and their ability to communicate to their class colleagues. The students used a
creative side we do not observe in class. Presentations covering important concepts such
as the accounting cycle and income statement, demonstrated a synthesis of the steps in
the accounting cycle and the relationship between the components of the income
statement. Anecdotally, one faculty member observed group members that had made the
presentations performed better on average on the first test than on types of questions and
problems covered by their respective presentations.
Clearly, we are in the early stages of developing our approach to the redesign of courses.
Presently, we are planning a coordinated implementation of the online learning
technologies for spring 2009 classes. During the fall semester we will survey students on
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
the techniques and investigate the impact on student learning. We will measure improved
student success by a combination of improved academic performance and student
drop/failure rates. Further development of our approach will come through use in other
“barrier” accounting courses (for example, principles of accounting) and in accounting
programs across the CSU system.
References
Lenhart, Amanda and Madden, Mary, 2006, Teens and the Internet: Findings submitted
to the House Subcommittee on Telecommunications and the Internet. PEW
Internet & American Life Project.
Lenhart, Amanda; Madden, Mary; Machgill, Alexandra Rankin, 2007, Teens and Social
Media: The use of social media gains a greater foothold in teen life as they
embrace the conversational nature of interactive online media. PEW Internet &
American Life Project.
Shoulders, Craig D. and Sam A. Hicks, 2008, ADEPT Learning Cycles Enhance
Intermediate Accounting Student Learning Success, Issues in Accounting
Education, 23: 161-182.
Twenge, Jean M., 2006, Generation Me (Free Press, Simon & Schuster, New York).
Twigg, Carol A., 2005, Increasing Success for Underserved Students: Redesigning
Introductory Courses, The National Center for Academic Transformation Report.
Turner, Jerry L., Sarah A. Holmes and Casper E. Wiggins, 1997, Factors Associated with
Grades in Intermediate Accounting, Journal of Accounting Education, 15: 269288.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
SKILLS AND CONCEPTS FOR THIRD GENERATION IT CORE COURSES
Larry Press
CSU Dominguez Hills
lpress@csudh.edu
There have been two generations of IT core courses, each presenting
different skills and concepts. The first generation presented IT
concepts and introduced programming as a skill. The second generation,
which began with the PC, introduced some new IT concepts, and shifted
the skill training from programming to productivity tools, typically
Windows and Office.
The Internet brings new IT applications and implications for
individuals, organizations and society. Furthermore, our students have
different skills and experience than those of the second generation. We
need to redefine the core curriculum.
This workshop will consider the skills and concepts to be included in
third generation core courses for the following groups of students:
Undergraduate, business majors
MBA, business majors
Undergraduate IS majors
Masters IS majors
The attendee mix will determine the workshop focus. Hopefully, it will
include IT and non-IT faculty, so we can focus on the general business
majors. We will begin enumerating the skills and concepts that should
be covered and describe the exercises, readings and online experiences
that can be used to teach them.
It will be impossible to complete this task during a single workshop.
My hope would be to initiate an ongoing process that would be carried on
over time using a project wiki or other collaboration tools.
Supplementary links:
Context, computer literacy 1 and 2:
http://computerliteracy3.blogspot.com/search/label/history
Characteristics of "Internet era" students:
http://computerliteracy3.blogspot.com/search/label/student%20characteristics
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Preliminary list of some skills and concepts:
http://spreadsheets.google.com/pub?key=pu8HOBIoLkOvPY--tKEpSQQ
Writing for the Internet:
http://computerliteracy3.blogspot.com/search/label/writing
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
ONLINE TEACHING OF A WEB DEVELOPMENT LITERACY COURSE
Ralph Westfall
California Polytechnic University, Pomona
rdwestfall@csupomona.edu
Abstract
CIS 120—Fundamentals of Web Development—is designed to teach non-technical
students enough about web development to create attractive web sites with interactive
features. In this course, students have created personal sites, or to showcase projects in
other classes, or for social organizations, or personal or family businesses, or non-profits.
The major challenge is to make a somewhat technical subject accessible to students of
widely varying backgrounds. Some are majors in technical subjects and/or have previous
experience. Others are have limited technical experience and lack confidence in their
technical capabilities.
Allowing students to choose their own topics is a key element in encouraging them to
exert the required effort to learn the technologies. Structuring the class as a series of ten
consecutive, graduated-difficulty assignments, with very simple ones at the start, eases
the learning curve. Having students post links to each of their projects in the discussion
board also facilitates learning, because the students with greater technical capabilities
provide examples that others can follow. (Since students are working on individual
projects, there is minimal risk of plagiarism.)
Another important aspect is the emphasis on free materials that are widely available.
Students don't have to spend anything at all to create and put their sites on the Internet.
After this initial exposure, they are in a position to make a knowledgeable decision about
whether to buy specialized software to do more than they can with free resources.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
EXAMINING GRADUATE AND UNDERGRADUATE ONLINE PROGRAMS
Melissa St. James
California State University Dominguez Hills
mstjames@csudh.edu
Natasa Christodoulidou
California State University Dominguez Hills
nchristodoulidou@csudh.edu
Thomas Norman
California State University Dominguez Hills
tnorman@csudh.edu
Kaye Bragg
California State University Dominguez Hills
kbragg@csudh.edu
Abstract
This session offers participants an opportunity to understand the strategies behind
effective online education programs. We will examine the success of California State
Dominguez Hills' Online MBA Program, one of the "top 20 Cyber Universities in the
United States," while comparing strategic issues facing institutions during creation of an
Undergraduate Online program. An understanding of what makes an online program
successful is valuable and examination of differences between undergraduate and
graduate audiences is critical when designing each program.
CSUDH’s Online MBA Program is well established and highly regarded. CSUDH is in
the initial phase of implementing dual modality with face-to-face or online courses for
our Undergraduate programs. This assumes curriculum and course learning objectives are
the same but mode of delivery is the variant. Instead of individual courses, we are
building integrated programs that increase student access and reduce time to degree. For
effective implementation, it is essential to develop an understanding of the differences in
audiences, delivery, control and evaluation of the program as compared to the Graduate
Online program.
This session presents guidelines we developed for defining effective teaching in this
online modality based on student-centered learning and learner engagement literature. An
overview of the current program and preliminary information regarding the
Undergraduate endeavor (including examination of how this online program helps or
hinders enrollment in the equivalent classroom based courses at CSUDH) will be
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
followed by an interactive question and answer period. The session will provide
questions to be considered when developing online curriculum or programs.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TEAMWORK AND TEAM PERFORMANCE IN ONLINE SIMULATIONS:
THE BUSINESS STRATEGY GAME
Workshop to Discuss Best Practices for
Designing and Delivering Teamwork Assignments
Steve Jenner
California State University Dominguez Hills
sjenner@csudh.edu
Tom H. Foote
Colorado Technical University
tom@footeworks.us
Workshop Abstract
Finding the best methods for promoting and strengthening teamwork remains a
popular but elusive goal for professors of business and other disciplines. Competitive
computer-based business simulations (delivered in courses both on-campus and online)
have long been fertile ground for developing and studying such methods. However, three
major challenges remain: 1) detailing and measuring critical inputs related to best
teaching methods, (2) relating them to most desired team performance and learning
outputs, and (3) translating it all into a best practices guide for professors and students.
To start to pursue that challenge, we ask: “How do selected input variables in the design
of online teamwork assignments actually relate to desired teamwork dimensions, and
overall team performance?”
In the context of designing and delivering courses in business strategy,
many instructors use online simulations such as the Business Strategy Game (BSG). A
computer simulation can be used to test students’ ability to perform under realistic
conditions, like using a ‘flight simulator’ to train airplane pilots. The Business Strategy
Game (BSG) is one such computer simulation. If Team Scores in the BSG are related to
teamwork, how does administration of the BSG in a course relate to team performance?
Students form teams and the BSG keeps score on team performance as students compete
in a computer simulation of the global athletic footwear industry. This study examines the
relationship between parameters of this teamwork assignment and team performance.
Specifically, we analyzed the relationship between BSG Team Scores and six BSG
teamwork assignment design variables: delivery method (online or traditional classroom),
class size, the number of class meeting hours for the BSG, team size, method of team
formation and the percentage of the course final grade determined by the BSG.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
The results of this study suggest that in terms of teamwork and team performance,
on-campus or hybrid online/on-campus methods of delivery, smaller classes and more
class time for team meetings are associated with better outcomes. In the future, more
monitoring of individual team member’s contributions is suggested as a means of
addressing the free rider problem.
Workshop Objectives
The over-arching objectives of this workshop are to learn and facilitate the
application of research-based best practices for conducting teamwork assignments,
including online business simulations. In order to develop a culture of evidence in student
learning outcomes assessment, we need to measure and interrelate key instructional input,
context, and output variables, including team process and performance variables, to
ultimately boost students' learning. Ultimately we seek to improve students’ lifelong onthe-job effectiveness.
In addition to facilitating teaching and student learning, we seek to apply these
same best practices for better teamwork and performance to the work of faculty on
assessment. Faculty can continuously improve course design and delivery by working
collaboratively by sharing and discussing evidence of improved student learning as the
result of changes.
The inputs or independent variables in teaching include course and assignment
design, student backgrounds, and the course environment. These inputs affect teamwork
processes (not just a superstar doing it all while teammates are free riders) and outputs
such as team performance. Ultimately, these skills will be translated into better “real
world” on-the-job performance, higher positions and income. Measures of team
performance include individual performance, collaboration of team subsets, and overall
team performance. Ideally, individual team members will demonstrate creativity,
innovation and leadership while experiencing fun, excitement, satisfaction, and
inspiration.
The Need for Teamwork Assignments
Substantial research focuses on the importance of teamwork in business
management. Most individuals work in a business environment that requires cooperative
team efforts to reach successful end results. This makes the ability to work as part of a
team a critical skill. The recent trend towards leaner, flatter organizations, with fewer
levels of hierarchy, places even greater emphasis on the need for cross-functional
teamwork (Ancona, 1999). As working in teams gains in importance, increased diversity
within the workplace creates new pressures for employees who are struggling to make
teamwork effective. As a result, individuals need skills to help them navigate the new
teamwork culture that permeates industry.
Practitioners and university faculty in the field of business management generally
agree that students need to develop teamwork skills. Business professors routinely require
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
teamwork assignments in their courses. However, the challenge of assessing student
learning of teamwork in these assignments is formidable. Managing and controlling these
teamwork assignments requires teachers to develop feedback control systems. Selfreported team effectiveness and peer evaluations are common assessment tools, along
with final reviews with oral and written reports on team projects.
Additional evidence of learning in students’ portfolios includes overall team
performance data such as the final team score in the BSG. However, a dominant star
player can win with teammates watching or free riding on brilliant decision-making.
In this article, we seek to answer the following research question: Are any of the
instructor’s decisions about how to use the Business Strategy Game related to
performance of student teams for this assignment?
Specifically, we looked for relationships between team performance and the
following variables:
 Delivery method (online, on-campus or a hybrid of both)
 Class size
 Hours of class time for team meetings
1. Team size
2. How the teams were formed
3. Percentage of individual course grades based on Team Score
Discussion and Implications
How much do we gain in team performance with smaller class size and more
hours of in-class team meetings? Apparently only a slight gain in team performance was
correlated with on-campus courses, smaller class size, and more in-class meetings. Team
size, method of formation and percentage of individual grades based on team
performance were unrelated to team performance.
References
Clark Richard, 1994. Media will never influence learning, Educational Technology
Research and Development 42(2) 21-9.
Cooper JL Robinson and Ball (eds.), 2003. Small group interaction in higher education:
lessons from the past, visions of the future (New Forums Press: Stillwater, OK.).
Michaelsen LK Black RH & Fink, LD, 1996, What every faculty developer needs to
know about learning groups in Richlin L (ed.) To improve the academy: resources for
faculty, instructional and organizational development 31-58. (Stillwater, OK: New
Forums Press Co.).
Moreland RL Levine JM and Wingert ML, 1996. Creating the ideal group: Composition
effects at work, Understanding Group Behavior.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Sweet M and Michaelsen LK, 2007. How group dynamics research can inform the theory
and practice of postsecondary small group learning, Educational Psychology Review
19(1) 31-47.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
MY EXPERIENCE WITH TEACHING ONLINE: CONFESSIONS AND
OBSERVATIONS OF A SURVIVOR
David J. St. Clair
Department of Economics
California State University, East Bay
david.stclair@csueastbay.edu
Abstract
I present my experience with teaching two upper division economics courses
online at California State University, East Bay in 2007-08. One of the courses –
Managerial Economics and Strategy – is a Business Core class required for all business
majors. The other course – Macroeconomics for Business – is an upper division
intermediate macroeconomics course geared to business students. It is currently part of a
required option in the Business Core (i.e., choose one or the following). I taught two
sections of macroeconomics and one section of managerial economics.
I begin by identifying my expectations about online students and the online class
format. My expectations for online teaching were derived from: 1) the Economics
Department’s previous brief but disastrous encounter with online teaching; 2) university
and college policies on online teaching; 3) my own rather uniformed preconceptions; 4)
training with the CSUEB Online and Hybrid Support Center; and, 5) conversations with
business faculty members with experience in online teaching.
In brief, my expectations were riddled with concern over student motives for
taking online classes. Everyone has experience with the slackers and goof-offs who
congregate (or try to congregate) in the back of the room. Wouldn’t online teaching
attract more than my fair share of these students? In addition, I more or less assumed that
online classes were expected to replicate the traditional classroom experience in
cyberspace. I thought that this in turn necessitated a class format that featured
audio/visual media, PowerPoint presentations, and mandatory student participation in
discussion boards.
Technical hurdles and my own dislike for parts of this required format lead me to
structure my first class quite differently. I opted out of audio/video media due to a
technical delay and fear that no good would come from a rushed production. I chose not
to use PowerPoint because I have never really liked PowerPoint presentations, even in
person. I chose not to require mandatory class participation in discussion boards because
I doubted the quality and value of forced postings. I did allow anonymous posting in
order to overcome the reluctance of some students to ask questions.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
My macroeconomics courses were readings-based courses that used my own
online textbook (previously written for my traditional macroeconomics courses). My
managerial economics course was also readings-based, but it utilized a standard text.
Text readings were supplemented by a weekly Commentary posted on
Blackboard. The Commentary was written in an informal style and was meant to simulate
a lecture experience. The Commentary also sought to draw attention to important points
in the text, to elaborate on the text, and to explain some text topics from a different
perspective.
The weekly Commentary was accompanied by 40 to 50 study questions posted on
Blackboard. These questions were drawn primarily from the text and Commentary (or
were applications of text or Commentary topics). All questions required short written
answers.
At the end of the week, I posted an assignment that had to be done online through
Blackboard. The assignments featured a random draw of 20 – 25 questions from the
posted study questions. The assignments were graded and constituted a significant
portion of the course grade. In addition, I made it clear that the midterm questions would
all be drawn from the topics covered in the study questions; however, the test format
would be entirely multiple choice questions. The assignments were therefore graded
projects in their own right, but also excellent preparation for the exams.
Students were given three opportunities to do the assignment, however, only the
last was graded. Also, the random draw of questions would be different with each
attempt. My initial policy was for one and only one attempt. However, a disastrous first
assignment - beset with technical problems, panicking students, and me constantly resetting Blackboard for another attempt – prompted the change.
Having made the decision to structure the class in this manner, I was still
concerned that a lack of audio/video, PowerPoint, and mandatory discussions might fail
to engage students. With this concern in mind, I informed students up front about the
reasons for my choices and told them that I would seek their feedback in the form of a
survey at the end of the quarter.
Surveys were undertaken in each class. The results of the surveys and the
feedback from students via e-mails and discussion boards lead me to alter my views on
who online students were, what they were looking for, and which formats and
technologies might best serve their needs.
In my macroeconomics classes, I found that:

84.1% of students preferred the Commentaries to PowerPoint presentations

96.9% of students were opposed to mandatory participation in discussion
boards
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills

100% of students did not think that traditional, posted office hours were
appropriate for online classes

79% of students did not think audio/video media should be used in the class
In my managerial economics class, I asked students to asses the use of
audio/video media, but to only answer from their own personal preference, not from what
they thought might be best for other students. On this basis:

83.8% of students did not think audio/video media should be used in the class
I do not claim that my experience was either definite or universal; in fact, my
main goal is to question the notion of a universally applicable online format.
Based on these findings and my experience in general, I suggest that a different
appraisal of online students is in order. My concern about attracting hordes of slackers
was unfounded – there is no back-of-the-room in online classes and slackers drop online
classes faster than they drop traditional class. I argue that the typical online student is
more likely to exhibit the following characteristics:

They work

They have very different and often inflexible schedules

They are often on the go

They want predictability and reliability in an online class (this was a common
complaint with video)

They are often more comfortable online than in a traditional class

Most are not looking for an online version of a traditional class
I argue that the choice of class format and class technologies should take the
above into consideration. For example, long windows of opportunity for doing
assignments and non-traditional hours and deadlines are advantageous in online classes.
In addition, the merits of audio/video media must be weighed against its ease of use
(especially while on the go) and its reliability. Reliability and ease of use must be high
priorities in choosing technologies for online classes.
Finally, I identify a number of university policies that I think serve as impediments to
online classes. These impediments include technical support problems, scheduling
problems, and add-drop policies that work against online class. University policies that
implicitly treat online instructors as slackers also need to be addressed.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
OPERATING A VERY LARGE-SECTION HYBRID ONLINE MARKETING
CLASS IN A PUBLIC UNIVERSITY: LESSONS LEARNED OVER SIX YEARS
Bruce Robertson
San Francisco State University
Kevin Kelly
San Francisco State University
Abstract
This paper is an update of "Using Market Segmentation to Develop a Large-Section,
Web- Enhanced Survey Course” (Cole and Robertson 2006). After a description of the
pedagogical and technological design of an Introductory Marketing class with a capacity
of more than 1000 students, the authors discuss pedagogical, technological and
administrative issues associated with operating the class over several years. They
conclude by exploring ways technology can be used to enhance the online experience
going forward.
In 2002, we created a very large-section hybrid online marketing class at San Francisco
State University as a replacement to the traditional theater style "mega" section offered
by the University. Our intent was to create an online analog of the theater style format
for the 400 students in that section of the class. In a previous paper we discussed using
market segmentation principles and computer mediated instruction to design a course
with multiple modes of instruction in order to better meet the needs of working students
and of students for whom English is not their first language (Cole and Robertson 2006).
The purpose of this paper is to report on how the class is doing six years down the road.
In this time the class has gone from a last-minute experiment to a college institution. Our
goal is to highlight some of the lessons we've learned during this transition -- both
positive and negative. In addition, we identify possibilities for future enhancements to
the large section online class format.
We begin with a brief history of the class and then describe how the class is currently
configured. Then we discuss issues that have surfaced over the years focusing on,
pedagogical issues, technological issues, and administrative issues. Finally, we conclude
with a section on "next steps" were we describe enhancements to the class that are
pedagogically desirable and could be implemented in the near future given the resources
to support these initiatives.
References:
Adrian, C. M., and G. D. Palmer. 1999. Toward a model for understanding and
improving educational quality in the principles of marketing course. Journal of
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Marketing Education 21:25-33. http://jmd.sagepub.com/cgi/reprint/21/1/25
[subscription required] (accessed March 31, 2006).
Bacon, D. R. 2003. Assessing learning outcomes: A comparison of multiple choice and
short-answer questions in a marketing context. Journal of Marketing Education
25:31-36.http://jmd.sagepub.com/cgi/rapidpdf/25/1/31 [subscription required]
(accessed March 31, 2006).
Boskic, N.; Starcher, K.; Kelly, K.; & Hapke, N. (2008). Accessibility and universal
design. In S. Hirtz, D.G. Harper, and S. Mackenzie (Eds.), Education for a Digital
World: Advice, Guidelines, and Effective Practice from Around the Globe (pp.
143-180). Vancouver, BC: BCcampus and Commonwealth of Learning.
Brown, J. S., and P. Duguid. 2000. The social life of information. Boston: Harvard
Business School Press.
Chickering, A. & Ehrmann, S.C. (1996, October). Implementing the seven principles:
Technology as lever. AAHE Bulletin, 49(2), 3-6.
Chickering, A. & Gamson, Z. (1987, March). Seven principles for good practice in
undergraduate education. AAHE Bulletin, 39, 3-7.
Cole, Jason and Bruce Robertson, 2006, “Using Market Segmentation to Develop a
Large-section Web-Enabled Introductory Marketing Course.” Innovate 2 (4),
http://www.innovateonline.info/index.php?view=article&id=61 (accessed August
25, 2008).
Halper, S.; Kelly, K.; & Chuang, W.H. (2007, March/April). A reflection on
CourseStream system: A virtual classroom streaming system designed for large
classes. TechTrends, 51(2), 24-27.
Wellman, G.S. & Marcinkiewicz, H. (2004, December). Online learning and time-ontask: Impact of proctored vs. un-proctored testing. Journal of Asynchronous
Learning Networks, 8(4), 93-104.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
COMMUNICATING WITH THE MERLOT COMMUNITY
Sorel Reisman
Information Systems, Cal State Fullerton
sreisman@calstate.edu
Abstract
MERLOT’s (Multimedia Educational Resource for Learning and Online Teaching)
membership of 64,000 faculty, staff, students, librarians, administrators, and other
educators are the essence of the worldwide community of those who focus on the use of
technology in teaching and learning. This session will offer an overview of recent
changes in MERLOT since its inception, and a basic overview of its functionality
MERLOT. It will explore new avenues provided to the MERLOT user community
allowing members to access our database of materials and to communicate globally with
others.
MERLOT's traditional core has been the collection of metadata describing the more than
21,000 materials around which member participation has been based. MERLOT recently
introduced a set of social media communication tools that dramatically increase
inter‐ member communication. The typical understanding of social media is a 16‐ 20
something student communicating with friends on‐ line through Facebook, MySpace, or
by posting videos on YouTube. Academia has been slow to warm to these new media as
a tool among peers within the ranks of faculty, until now. MERLOT saw the need for
faculty to communicate using such tools, and recently launched MERLOT Voices.
MERLOT Voices allows for extensive collaboration, and provide a sense of community
to MERLOT users that didn’t previously exist. This new community site enables
members to post and view comments, blogs, and videos related to online teaching and
learning ‐ ‐ for free. MERLOT Voices is emerging as a key tool for MERLOT’s “Build
Locally – Link Globally” strategy – providing local communities the opportunity to
enrich conversations by linking to people and resources from around the world.
MERLOT Voices provides a new dimension of interconnectedness for the MERLOT
education community and beyond.
This presentation will also demonstrate how faculty can access the MERLOT repository
on the go. MERLOT took its repository mobile by working with BlackBerry® to create
MERLOT Mobile Search, a free, direct, and convenient, browser‐ less search application
for BlackBerry smart phones. MERLOT users can use the MERLOT Mobile Search to
access the MERLOT repository virtually anywhere they take their mobile phone.
Instructors are always thinking of ways to develop and improve their courses. Now a user
can search MERLOT for materials that illustrate concepts they are thinking about and
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
with the search, find suitable materials and email them to themselves for later
incorporation into courses. With an engaged community of active contributors, MERLOT
will continue to evolve and keep pace with the changing technology and needs in online
teaching and learning.
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TASK CONTEXT AND COMPUTER SELF EFFICACY IN THE ERA OF WEB
2.0 ONLINE LEARNING TOOLS
Malu Roldan
San Jose State University
Richard Burkhard
San Jose State University
Abstract
Computer self efficacy is one of the early indicators of the effectiveness of a technology
implementation in encouraging information technology use in academic environments.
Many past studies of computer self efficacy (CSE) have emphasized the impact of
psychogenic factors on the users’ CSE, but few have examined the effects of task
complexity and novel technologies that students will encounter in the many emerging
variations of online teaching contexts. The authors conducted a study that examines the
impact on student CSE of the complexity of emerging Web 2.0 technologies and their
task context. Students in a capstone course applied simple and complex Web 2.0
interaction tools for course assignments and were evaluated on the strength of their CSE
for use of the technologies in a complex task context.
In contrast to prior research, our study found that more challenging technologies did not
lead to higher CSE. In fact, an opposing finding was confirmed, in spite of the fact that
the students had above average familiarity and comfort with computing technologies.
Secondly, our study found that simple technologies did lead to higher CSE in a complex
task context. In the context of highly challenging tasks, student users of new, complex
technologies may require more training and time to successfully develop CSE. This study
will discuss interesting implications for education of students in new, more challenging
online learning technologies, as well as for the opportunities to train students in applying
complex technologies in realistic contexts, which are generally more complex than those
found in the classroom.
38
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
MEETING THE CHALLENGES OF TEACHING LARGE ONLINE
CLASSES: SHIFTING TO A LEARNER-FOCUS
Roger W. Berry, Ph.D.
California State University, Dominguez Hills
Abstract
Successfully developing and teaching a large online class sections requires a shift in
focus from teaching to learning. The article discusses four key elements that the author
has found to be important to include in the course design when developing a large online
class section. These four elements are: (1) A Shift from a Teacher-Focus to a LearnerFocus, (2) Building Trust and Personalizing the Course, (3) Established Deadlines and
Timeframes, and (4) Dealing with Online Testing. Results from a questionnaire
administered to students enrolled in a large online class section indicated a high level of
student satisfaction. In this article the author discusses why the effective use of each of
these key elements results in high levels of student satisfaction and reduced instructor
workload.
39
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
ADMINISTRATIVE/POLICY CHALLENGES IN PROGRAM DEVELOPMENT
IN ONLINE ENVIRONMENTS: LESSONS LEARNED FROM THE CSU
FRESNO EXPERIENCE
Rassoul Yazdipour
California State University, Fresno
rassouly@csufresno.edu
Abstract
This paper attempts to address those omnipresent but certainly unwarranted
administrative barriers that almost all online faculty must face at one point or another
when they decide to use technology as the preferred mode to deliver their courses and
programs. Ubiquitous administrative impediments, which have their roots and
consequently their justifications in nonexistent or outdated academic policies and
procedures, can crush, and in fact do crush, attempts by innovative faculty who attempt to
initiate pilot eLearning programs at their respective schools and or campuses.
Specifically, when campuses lack modern day course/program approval policies – a sad
reality throughout the CSU System including our rather technologically advanced CSU
Fresno with its long established Digital Campus – more often than not the governing
legacy policies get turned into controlling and stifling tools in the hands of those very few
but very vocal committee members who either:
a) do not understand online pedagogy and instruction, or
b) they may understand the online method but they still reject it because of their own
personal prejudices and biases against use of technology in teaching and learning.
Consequently, innovative online programs get pummeled by usually eLearningunfriendly curriculum committees at various school and university levels. This happens
even if such projects are just pilot programs and therefore have a limited scope and
reach by definition.
This also leaves to pure luck the approval process for online courses and programs. Luck
gets introduced into the approval process because it could just happen by chance that a
curriculum committee ends up with having a member or two who at least might be
inclined to hear a proposal before deciding on its fate. In many situations, proposals get
stopped right at a school’s curriculum committee level and sometimes even at a
departmental level. In either case, pioneering projects get shut down for no obvious
academic or professional reason. Add to this already tragic situation “the politics” that
might go on at any give point in time at any school or college level.
Unfortunately for students, if left unchecked, such barriers can effectively limit students’
access to a wide range of pedagogically robust and highly beneficial educational
40
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
opportunities across many disciplines and across many campuses. Moreover, nontraditional students, generally defined as those working adults with different learning
styles and increasingly demanding work and life schedules, stand to lose the most.
Regardless, the standoff as briefly outlined in above can not be allowed to continue for at
least three key reasons:
a. Student Access. For public academic institutions such as CSU, student access lies
at the very heart of their vision and mission, and technology-mediated instruction
is an ideal solution for expanding access to all;
b. Pilot Nature of Online Programs. With the exception of CSUDH whose
leadership made a strategic decision sometime ago to offer online graduate
programs, all existing and pending online courses and programs at all other CSU
campuses are in fact pilot programs; where generally online courses and programs
do not even account for 1% of the total class offerings; and,
c. Seemingly Permanent Budgetary Constraints and Resultant Uncertainties.
Physical facility and maintenance requirements of online programs are minimal if
not close to zero for efficiently managed infrastructures. This can alleviate the
budget concerns to some extent and at the same time expand student access to
unprecedented levels.
Consequently, effective solutions must be found to remedy the policy-related problems as
stated at the beginning of our discussion. This is exactly the ultimate goal of the present
work. This paper goes beyond the relatively simpler task of planning, designing,
developing, and teaching fully online courses. Our focus in here is on developing
programs of varying scope and depth at either undergraduate or graduate levels. More
specifically, the goal of this paper is two-fold:
1. Generate the required awareness and understanding among the CSU faculty and
the administrators at all levels regarding various unwarranted bottlenecks and
barriers that online program developers face at every step of the way when they
embarks on designing and offering fully online programs, and
2. Provide some experience-based practical solutions for overcoming such obstacles;
especially at times such as these when state and university budgetary concerns
have become a fact of life for all parties involved.
Section II discusses why, how, and where unjustifiable blockades arise. Section III
provides some proposed strategies to overcome the barriers. Section IV concludes the
paper and provides some thoughts for future work including possible faculty
collaborations on a wide range of activities including developing programs and offerings.
41
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
CREATING THE ONLINE COURSE:
A SUBSTANTIAL INVESTMENT WITH SOLID RETURNS
Lois Olson
San Diego State University
Abstract
SDSU’s Principles of Marketing Course serves all students in the College of
Business, in excess of 1500 annually. For Summer, 2008, I was tasked with developing
the first fully online version of the course. Already employing many self-grading and
partially-graded online Black Board activities with my two sections of 234 each every
semester, I expected I was farther ahead on the learning curve than most of my
colleagues. I had little idea how much of time, energy, and creativity investment it would
be in order to initiate the course. The effort required:
 Significant advance planning: a full semester
 Knowing exactly how every element of the course is interwoven and what
possible outcomes might be if things do not work fluidly
 Having all lectures video-taped, edited, and compressed for student
viewing
 Preparing all 29 tests, quizzes, assignments, and discussion before the
opening of the summer session to be sure everything worked
technologically
The benefit of all the resources required to develop the course, however, became
obvious as I taught the course online. I quickly came to realize it was an investment not a
debt once the class began.
 Technology and content glitches were identified quickly and were able to
be repaired and/or modified as needed.
 I had not previously realized how exhausting teaching face-to-face is and
that I had far more energy to deal with 42 students in online virtual office
hours, via their emails, and resolve their problems.
 Not only were my students around the globe, but I was in Ireland and on
the East Coast for conferences during the 15 weeks, and the class went just
as smoothly as from San Diego.
 Students were excited to be the “beta” test for CBA at SDSU and were
very tolerant of elements of the course that were not perfect. That attitude
will probably NOT be granted to instructors who are much later in
adopting online teaching.
“Selling” the concept of online course development to faculty members will
42
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
require persuading them of the value of the substantial investment in order to experience
subsequent returns perhaps for years to come.
43
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
LIGHTS! CAMERA! ACTION
Vince Turner
Cal Poly Pomona
schoolbiz@gmail.com
Abstract
To enrich the students' understanding of recent corporate frauds, we have conducted
video interviews with the prosecution and the defense involved in the Enron
trial. Students conduct research on aspects of the Enron prosecution and then participate
in this Internet event. These interviews are stored on the campus server and can be
accessed for future accounting classes.
I would enjoy making a presentation at the conference. This would include the aspects of
planning and conducting an online interview and the benefits of this type of project.
You can view the interviews at the following links:
http://schoolbiz.googlepages.com/enron
http://schoolbiz.googlepages.com/defense
44
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
EFFORTS TO PROMOTE ACTIVE LEARNING IN AN ONLINE SETTING
Mohamed El-Badawi
Chair and Professor of Accounting and Finance
melbadawi@csudh.edu
Myron Sheu
Associate Professor of Information Systems
msheu@csudh.edu
Abstract
The online MBA program at CSU Dominguez Hills has received significant recognition
since it was established long before distance learning became popular. Some
compliments by reputable rating agencies are quoted as follows:
•
•
•
1997 - Forbes magazine identified CSUDH in 1997as one of the top 20 Cyber
Universities in the United States, recognizing its leadership in distance learning.
2003 - The Wall Street Journal: "One completely online program with a growing
reputation is Dominguez Hills.
2004 - GetEducated.com: CSU Dominguez Hills MBA Online listed among the
best bargains in the nation!
The Program is dedicated to serving the segments of people who otherwise won’t be able
to receive advanced education in business. The characteristics of the student body of our
online MBA program include the following:
•
•
•
•
Many of our online students are working professionals,
Some of our online students are from overseas,
Many of our online students are restricted by the choice of location to further their
educational objectives, and
Many of our online students would otherwise juggle among career, family, class
availability, and freeway traffic.
However, challenges to offering an outstanding MBA program solely online have been
many and the profound one is how to keep online learning interactive throughout each
semester. In response to this main challenge, we have tried several initiatives. First, each
online course must be have a variety of learning activities and among them are:
•
•
•
•
•
Textbooks
Real-World Cases
Multimedia Communications
Threaded Discussions
Individual and Group Projects
45
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Second, we encourage a hierarchy of accountability on Student Learning Outcomes:
1. Students complete individual assignments,
2. Students then work within their teammates in preparation of an analysis on their
assignments.
3. All students are invited to recommend three teams that have prepared the best
analysis.
4. Grades reflect on individual work (50%), group work (25%), class participation
(15%), and feedback from teammates and classmates (10%)
Third, we constantly remind every student of active involvement in threaded discussions
(TD)
1. Each team posts at least two and at most four TD questions relevant to
weekly assignments,
2. Each team is responsible for its teammates’ participation in TD,
3. Each team responds to TD questions posted by other teams, and
4. Each team prepares a brief summary of each week’s TD.
We understand that the ultimate success of any academic program must result from
reliable measures of student learning outcomes and continuous improvement upon
assessment results. However, assessing learning outcomes in an online setting requires
unconventional methods, and some we have tried are highlighted as follows:
•
•
•
•
•
•
•
Customizing case studies to thwart plagiarism,
Reorganizing/combining textbooks to discourage getting help from previous
students,
Rotating study groups to hear fair feedback from fellow students,
Using oral and video quizzes to interact with students,
Making assignments as specific as possible and expecting answers to be logically
sound rather than numerically correct,
Assigning mini group projects to promote interactions among students
Designing games and other activities to encourage active and consistent
participation in “classroom” learning.
46
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
CHALLENGES IN TEACHING LARGE ONLINE SECTIONS
Carlos J. Navarrete
California State Polytechnic University, Pomona
cjnavarrete@csupomona.edu
Ruth A. Guthrie
California State Polytechnic University, Pomona
raguthrie@csupomona.edu
ABSTRACT
This paper presents a case of a campus based online teaching experience. The case is
based on a Management Information Systems course for large sections in two modalities:
online and hybrid settings with 30 and 70 students respectively. The purpose of the
project is to identify the challenges in teaching large online sections. The main results are
that given the current technology, we can overcome the class size limitations for on-line
courses; that according to active learning experiences, we can use active learning
recommendations in online course design; that given technologies like Blackboard and
Breeze, students’ expectations and needs can be properly fulfilled with large sections;
that given differences in course goals, only cognitive based courses can take advantages
of online teaching; and that given the characteristics of a Management Information
Systems course, it can be taught online. These results are important for researchers,
professors, and university authorities.
Keywords (Required)
Online teaching, e-learning, distance learning, large and mega courses
47
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
PEDAGOGICAL ISSUES IN TEACHING ADVANCED COMMUNICATION ONLINE
Gretchen N. Vik
San Diego State University
GVik@mail.sdsu.edu
Helen Anderson-Cruz
San Diego State University
HCruz@mail.sdsu.edu
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 oncampus 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 paper will discuss the rationale for course development, how we retained important
internal controls, and how rubrics and scoring guides can help coordinate the work of two
graders and give students the most useful feedback.
References
Bates, C., & Watson, M. (2008). Re-learning teaching techniques to be effective in
hybrid and online courses. Journal of American Academy of Busines, Cambridge.
Retrieved September 2, 2008 from ABI/INFORM Global.
Volery, T. (2001). Online education: An exploratory study into success factors. Journal
of Educational Computing Research, 24(1) 77-79.
48
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
WEB-BASED METHODS FOR TEACHING LISTENING SKILLS: APPLYING
THE NATIONAL ACADEMY OF SCIENCE MODEL
Donald W. McCormick
CSUN
don.mccormick@csun.edu
Avichg Cohen
CSUN
Abstract
Graduates, recruiters, and employers regularly report that interpersonal communication
skills are the part of a business education they most value. Empathic listening is the core
of interpersonal competence. But there is a gap between the importance of this and how
well it could be taught. Almost all current methods for teaching empathic listening do not
fit with what is now known about learning. However, there is an educational model
aligned with current research; it derives from the National Academy of Science’s
summary of the research on learning--How People Learn.
The presenters are developing a web-based learning module that is based on current
research on learning and teaching. It begins by having students actively engage a
challenge or problem related to the subject to be learned. It elicits students’ initial
thoughts about subject by asking about the challenge. Next, students engage learning
resources about the topic. Then their learning is assessed. At the end, students revisit their
initial thoughts and can then compare their initial thoughts about a topic with their new,
more informed thinking about the topic. This challenge cycle can be used in class or as
homework.
We hope to not only present what we are working on but also to gather information from
faculty to discover how the challenge cycle could help them teach listening, their view of
the state of the art in teaching empathic listening, common preconceptions and
misconceptions students hold about empathic listening, and ways to inform faculty in
about this the challenge cycle.
49
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
WEB-BASED SIMULATIONS FOR STUDENT ENGAGEMENT
IN ONLINE LEARNING
David R. Rahn
California State University, Chico
drahn@csuchico.edu
Abstract
A key challenge in online teaching is generating high levels of student engagement.
Computer-based simulations, especially team-oriented competitive simulations, hold
promise for accomplishing this objective. A web-based forms-based simulation engine
designed to increase student engagement will be presented.
A case study for a fictitious company is presented to student teams. Student teams then
assume the role of consultants to management at the company. The general case is
elaborated on in two areas for which student teams make decisions. The first is in the
area of investments in business practices. The business practice decisions are typical of
those found in the functional area of the knowledge domain. Students read about the
various practices and discuss them with team members. They also consider their team’s
budget and after considering all relevant factors arrive at a suitable amount to invest in
each particular practice. The second area where the case is further elaborated is in the
area of decisions related to consulting incidents. The consulting incidents are designed
to provoke discussion and debate among team members. After discussion is complete
and all decisions are made, the simulation engine takes the decisions input by student
teams and maps them to adjustments in key performance indicators (KPIs.) The KPIs
have been selected for their applicability to a selected knowledge domain. As such they
are typical of those a manager would use in guiding ongoing operations. Student teams
then use the KPI results to guide subsequent decisions on investments in practices, as
well as decisions on consulting incidents. A typical game concludes after 8 sets of
decisions.
Engagement in this current model is accomplished via competition, team play, and
discussion and debate surrounding incident scenarios and business practice decisions.
This can be improved on by incorporating game elements. Game elements are identified
by evaluating recreational computer games to identify features which are engaging to
users. A collection of game elements will be discussed and a mapping of game elements
to features in the form-based simulation will be proposed. A literature review will be
cited and presented demonstrating support for the direction of this project.
50
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
ONLINE TEACHING “WRITING INTENSIVE” COURSE
Jeff Badrtalei
College of Business Administration and Public Policy, California State University,
Dominguez Hills
Abstract
CSUDH has begun implementing a new Writing Intensive graduation requirement
starting in fall 2008 and with full implementation effective fall 2010. Under this
requirement, students will be required to complete and pass two Writing Intensive
courses in their field of studies as part of graduation requirements. According to the
University Academic Affairs Policy Manual, the new requirement will apply to entering
freshmen starting in fall 2008 and to entering upper-division transfer students starting in
fall 2010. Under the Writing Intensive Course process, students will produce at least
fifteen pages of formal writing, of which 2/3 of them will be revised by students
following instructor feedback. According to the research in the field of composition,
rewriting based on informed feedback results in improved students writing skills.
Furthermore, according to Professor Linda Pomerantz, the director for Writing Intensive
Course Project, the establishment of Writing Intensive Course requirement is based upon
the widespread faculty observation that most of our students would benefit from
improved writing skills, not only in their academic performance as undergraduates, but
also later in their lives as they pursue their careers and community involvement.
Among the key success factors for delivering and teaching a Writing Intensive
Course is the individual interactions with and feedback to the students for the rewriting of
their papers. This paper tries to provide an overview of the current processes that have
begun for on-campus and online Writing Intensive Courses through Blackboard system.
Further, it attempts to identify the most efficient and practical methodologies in teaching
the courses by collaborating with other interested participants.
51
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
CSU Business
Conference on
Online Teaching
and Learning
www.conference.csuprojects.org/business/home
2008 Program
November 20-21, 2008
California State University,
Dominguez Hills
52
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Dear Colleagues,
On behalf of the Program Committee, we would like to take this
opportunity to welcome you to the 2008 CSU Business Conference on Online
Teaching and Learning on November 20-21, 2008 held on the campus of CSU
Dominguez Hills. This very unique systemwide conference, the first ever in its
kind, brings together CSU business faculty and researchers who are interested in
and passionate about the use of technology in teaching and learning. We are
proud to say we have presenters from a wide range of CSU campuses, including:












Cal Poly Pomona
CSU Chico
CSU Dominguez Hills
CSU East Bay
CSU Fresno
CSU Los Angeles
CSU Northridge
CSU San Marcos
San Diego State University
San Francisco State University
San Jose State University
The Chancellor’s Office
Over the course of the conference, you will share knowledge, experience,
ideas, and fellowship with some of the most dynamic colleagues who are at the
forefront of technology-mediated instruction at the CSU System and beyond. As
a participant, you will also receive feedback on your work, and there will be
ample time for networking.
This year, thanks to Dean James Strong’s leadership and foresight, we
are graciously hosted by the CSU Dominguez Hills. During our stay, we will also
learn about CSUDH’s unique fully online MBA and MPA programs.
Thank you for attending this year’s conference. Enjoy every minute! Take
advantage of the knowledge and expertise that will be shared at the conference,
and enjoy the many attractions that Southern California has to offer. Thanks also
to all the Program Committee members, reviewers, sponsors – especially
College of Business at CSUDH and MERLOT – and staff that have made this
conference possible.
Sincerely,
Dr. Kaye Bragg
Program Co-Chair
CSU, Dominguez Hills
Dr. Rassoul Yazdipour
Program Co-Chair
CSU Fresno
53
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
♦ Thursday, November 20, 2008
5:00-7:00 pm
►
Conference Packet Pick-up & Reception
Location: Ballroom B, Loker Student Union, CSUDH
Program Note: Please note all of our meetings will be held at the
Loker Student Union, located on the campus of California State
University, Dominguez Hills (CSUDH). Room numbers for sessions
are indicated right below the time for each corresponding session.
For detailed information regarding the conference locations, including
all the needed directions, please visit our web site at:
http://conference.csuprojects.org/business/travel-logistics .
♦Friday, November 21, 2008
7:30-8:30 am
►
Location: Ballroom B
Breakfast Buffet
8:30-9:00 am
►
Location: Ballroom B
Welcome and Opening Remarks
Dr. Kaye Bragg, CSU Dominguez Hills
Dr. Rassoul Yazdipour, CSU Fresno
Dr. James Strong, Dean, CSU Dominguez Hills
Dr. Gerry Hanley, Office of the Chancellor
CSU Teaching Business Faculty Council: Introduction
and Future Plans
Ron Purser, SFSU and Rassoul Yazdipour, CSU, Fresno
54
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
9:00-10:00 am ►
Location: MR 324
SESSION 1 - PEDAGOGICAL ISSUES
So You Want to Teach Online: The Challenges and the Issues
Shirley Stretch-Stephenson
R. Rika Houston
Stephen Pollard
Matt Stoelting
CSU Los Angeles
CSU Los Angeles
CSU Los Angeles
Cengage Learning
Challenges of Engaging and Exchanging Creativity, Innovation, and
Satisfaction through Online Learning
Brenda Riddick
CSU Dominguez Hills
Online Instruction and Cheating: Myth or Reality?
Tom Wielicki
9:00-10:00 am
CSU Fresno
►
SESSION 2 - USE OF TECHNOLOGY IN
TEACHING AND LEARNING
Location: MR 325
Teaching in a Holodeck: Using a Virtual Environment to Stimulate Learning
Ida Jones
CSU Fresno
How do we teach Management Using blogs, opensource software and
Youtube to teach Gen V
Asha Rao
Daniel Martin
Rushi Karichalil
CSU East Bay
CSU East Bay
Tulane University
A Component Model Approach to e-learning
Nanda Ganesan
CSU Los Angeles
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
10:00-10:30 am ►
Location: Ballroom B
10:30am-12:00 noon
Refreshments and Break
►
SESSION 3 - SPECIALIZED
COURSES AND PROGRAMS
Location: MR 324
Tools and Methods for Teaching Information Assurance Online
Ludwig Slusky
Parviz Partow-Navid
CSU Los Angeles
CSU Los Angeles
Transforming Intermediate Accounting for Improved Student Success
Alan Styles
Linda Scott
Zheng Wang
CSU San Marcos
CSU San Marcos
CSU San Marcos
Skills and Concepts for 3rd Generation IT Core Courses
Larry Press
CSU Dominguez Hills
Online Teaching of a Web Development Literacy Course
Ralph Westfall
Cal Poly Pomona
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
10:30am-12:00 noon
►
SESSION 4 - PROGRAM/
CURRICULUM DEVELOPMENT AND
DESIGN
Location: MR 325
Examining Graduate and Undergraduate Online Programs
CSU Dominguez Hills
CSU Dominguez Hills
CSU Dominguez Hills
CSU Dominguez Hills
Xia Zhao
Ernest Jewell
Thomas Norman
Kaye Bragg
Teamwork and Team Performance in Online Simulations: The Business
Strategy Game
Steve Jenner
Tom H. Foote
CSU Dominguez Hills
Colorado Technical University
My Experience in Teaching Online: Confessions and Observations of a
Survivor
David St. Clair
CSU East Bay
Operating a Very Large-Section Hybrid Online Marketing Class in a Public
University: Lessons Learned Over Six Years
Bruce Robertson
Kevin Kelly
12:00-1:30 pm
San Francisco State University
San Francisco State University
►
LUNCHEON
Keynote Speaker: Dr. Gerry Hanley, Office
of the Chancellor
Location: Ballroom B
57
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
1:45-3:00 pm
►
SESSION 5 - USE OF TECHNOLOGY IN
TEACHING AND LEARNING
Location: MR 324
MERLOT 101: How to Hit the Ground Running
Barbra Bied Sperling
Office of the Chancellor
Communicating With The MERLOT Community
Sorel Reisman
Office of the Chancellor
Task Context and Computer Self Efficacy in the Era of Web 2.0 Online
Learning Tools
Malu Roldan
Richard Burkhard
San Jose State University
San Jose State University
Meeting Challenges of Teaching Online Classes: Shifting to Learner-Focus
Roger Berry
1:45-3:00 pm
CSU Dominguez Hills
►
SESSION 6 - PROGRAM/CURRICULUM
DEVELOPMENT AND DESIGN
Location: MR 325
Administrative/Policy Challenges in Program Development in Online
Environments: Lessons Learned from the CSU Fresno Experience
Rassoul Yazdipour
CSU Fresno
Creating the Online Course: A Substantial Investment with Solid Returns
Lois Bitner Olson
San Diego State University
Lights! Camera! Action
Vince Turner
Cal Poly Pomona
58
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
Efforts to Promote Active Learning in an Online Setting
Mohamed H. El-Badawi
Myron Sheu
3:00- 3:15 pm
►
CSU Dominguez Hills
CSU Dominguez Hills
Refreshments and Break
Location: Ballroom B
3:15-4:45 pm
►
SESSION 7 - PEDAGOGICAL ISSUES
Location: MR 324
Challenges in Teaching Large Online Sections
Carlos Navarrete
Ruth Guthrie
CSU Pomona
CSU Pomona
Pedagogical Issues in Teaching Advanced Communication On-Line
Gretchen Vik
Helen Anderson-Cruz
San Diego State University
San Diego State University
Web-Based Methods for Teaching Listening Skills: Applying the National
Academy of Science Model
Don McCormick
CSU Northridge
Web-Based Simulations for Student Engagement in Online Learning
David Rahn
CSU Chico
Online Writing Intensive Course
Jeff Badrtalai
CSU Dominguez Hills
59
Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
4:45 pm
►
Conference Ends!
Program Committee
Program Co-Chairs:
Kaye Bragg, Ph.D.,
CSU, Dominguez Hills
Rassoul Yazdipour, Ph.D.,
CSU, Fresno
Program Committee Members:
Regan Caruthers,
Chancellor’s Office
Gerry Hanley, Ph.D.,
Chancellor’s Office
Ron Purser, Ph.D.,
San Francisco State University
Ludwig Slusky, Ph.D.,
CSU, Los Angeles
James Strong, Ph.D., Dean,
CSU, Dominguez Hills
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
CSU Teaching Business Faculty Council- TBFC
Why a CSU TBFC?
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California economy is technology driven
CSU teaching practices in the field of Business are far behind the learning curve
of innovations in educational technology
A way to leverage and share knowledge and experience that is contextualized for
CSU students
A way to provide a vehicle for varying degrees of faculty collaboration across
CSU campuses
What is the CSU TBFC?
TBFC is a Chancellor’s Office-supported collaborative nexus for CSU faculty to
share knowledge, expertise, resources, and projects all with the goal of enhancing
teaching and learning through use of technology. TBFC functions as a team of
informal leaders, reviewers/advisors, and early adopters of online educational
technologies. It provides an infrastructure for system-wide collaboration among the
interested faculty systemwide.
Charter of the CSU TBFC
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Lead the CSU Business Faculty community as it develops innovations in teaching
with technology.
Manage content for the CSU Teaching Business Website so it provides exemplary
resources for CSU business faculty.
Facilitate writing grants for campus and multi-campus programs that will leverage
the strengths of the CSU system and MERLOT.
Conduct professional development activities and workshops on using technology
in teaching business courses.
TBFC’s Focus
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CONTENT
– Repository for Cases, Syllabi, Modules, Videos, Exemplary Pedagogies
and Best Practices
PROJECTS/PROGRAMS
– Online degree completion programs and similar programs, digital
marketplace, grant projects, bottleneck courses, TCD, etc.
COMMUNITY (Community of Practice)
– Annual CSU Business Conferences on Online Teaching and Learning
– Web 2.0 (Blogs, Discussion Boards, Wikis, Collaborative Spaces,
Showcasing Faculty Achievements)
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
TBFC Activities to Date
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2008 CSU Conference on Online Teaching and Learning, Nov 20-21, 2008
Strategy meeting in San Francisco June 07
State Of Technology-Mediated Instruction In Business Administration At The
CSU System: A Survey, 2007
Monthly teleconference calls
Agreement on charter, mission and organization
Agreement on site upgrade
Ongoing recruitment and team development
To Learn More about CSU TBFC, please visit the following web sites:
http://teachingcommons.cdl.edu/business/about/council.html
http://teachingcommons.cdl.edu/business/
http://conference.csuprojects.org/business/home
Contact Information:
Dr. Ron Purser: rpurser@sfsu.edu
or
Dr. R. Yazdipour: rassouly@csufresno.edu
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Proceedings of Conference on Online Teaching and Learning; November 20- 21, 2008,
California State University, Dominguez Hills
MERLOT is a premiere online community where faculty, staff, and students from around the
world share their learning materials and pedagogy. MERLOT has grown to an international
consortium of higher education institutions, professional societies, digital libraries, corporations,
and others supporting educational improvement through technology.
MERLOT is a powerful, FREE online resource that consistently supports over one-million
visitors per year. Faculty, students, staff, administrators and librarians across the world use
MERLOT to discover peer-reviewed online teaching and learning materials, share advice and
expertise about education with expert colleagues and to be recognized for their contributions to
quality education. MERLOT is robust with collaboration, community and connection
opportunities for all users.
MERLOT also bolsters its global community through the MERLOT Journal of Online Learning
and Teaching (JOLT), a peer-reviewed, online publication addressing the scholarly use of
multimedia resources in education. In addition, each year the membership gathers at the
MERLOT International Conference (MIC) designed to foster learning, innovation and practice in
the use of information, instruction, and communications technologies in higher education,
Benefits of MERLOT:
 Receive your FREE Membership
 Access to more than 60,000 strong membership, over 1M visitors per year and over
20,000 materials to choose
 Utilize internationally recognized and award-winning digital library of peer reviewed
online learning materials
 Use online teaching and learning materials to support faculty development
 Utilize FREE peer reviewed online learning materials in your discipline
 Integrates into all major Learning Management Systems (LMS)
 Provides browser-free access through MERLOT Mobile Search
 Supports and endorses Creative Commons (CC) Licensing
 Collaborate, share and communicate with expert colleagues in your discipline
 Utilize materials to augment effective assignments for your students
 Locate and utilize guest experts in the MERLOT Virtual Speakers Bureau
 Access to JOLT quarterly online publication addressing multimedia resources in
education
 Receive Grapevine e-news that keeps members updated and informed
 Attend MERLOT International Conference (MIC) to foster learning and innovative
practices in higher education
 Communicate with discipline colleagues across the world through VOICES,
http://voices.merlot.org, a MERLOT member-only social networking site
To Learn More: Contact Regan Caruthers, rcaruthers@calstate.edu
Visit MERLOT.org and join today!
www.merlot.org
http://jolt.merlot.org
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