PSYK 330 110—Summer 2014
Texas A&M University - Central Texas
PSYK 330-110
Elementary Statistics for the Behavioral Sciences
INSTRUCTOR AND CONTACT INFORMATION
Instructor: Dr. Andria F. Schwegler
Office: Blackboard Collaborate, linked on the left menu bar in the course
Email: schwegler@ct.tamus.edu Preferred email communication is through Blackboard
“Messages” inside the course.
Office Hours:
The professor is available to meet with students via Blackboard Collaborate by
appointment. Students should message the professor inside Blackboard to schedule a time.
Appointment times are very flexible.
Mode of Instruction and Course Access:
This course is a 100% online course and uses TAMUCT’s Blackboard Learn system
(https://tamuct.blackboard.com). Students will use their Blackboard username and
password (communicated separately) to logon to this system.
Student-Instructor Interaction:
The professor will logon to the course in Blackboard every week day and will reply to email
within two business days.
If students have a course-related question, these should be posted in Study Hall (discussion
board) instead of sending the professor an email/message. When posted in Study Hall, a
classmate may be able to reply to questions faster than the professor, and all students will
have access to the information.
Students are expected to logon to the course in Blackboard daily to review and post
assignments, read discussion boards, review Study Hall, check messages, etc.
The professor will provide feedback on assignments by marking grading rubrics and/or
posting comments as needed in the Submission box or on attached documents. Students
should review all assignments in the Grade Center when grades are posted to examine and
apply the feedback on subsequent assignments.
Students can message the professor to schedule an appointment to talk via Collaborate
when needed.
UNILERT (Emergency Warning System for Texas A&M University – Central Texas)
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the
ability to communicate health and safety emergency information quickly via email, text message,
and social media. All students are automatically enrolled in UNILERT through their myCT email
account. Connect at www.TAMUCT.edu/UNILERT to change where you receive your alerts or to opt
out. By staying enrolled in UNILERT, university officials can quickly pass on safety-related
information, regardless of your location.
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PSYK 330 110—Summer 2014
COURSE INFORMATION
1.0
Course Overview and Description:
2.0
Course Objectives ( Student Learning Outcomes):
Catalog: Elementary Statistics for the Behavioral Sciences (3-0). Measures of central tendency,
variability, and correlation. Applications of statistical inference to research in Psychology.
Reliability and validity of psychological tests and measurement. Also included are analysis of
variance, multiple analysis of variance, and regression. Prerequisites: PSY 101 and MATH 107 or
equivalent.
Course: Fundamental to this course are explanations of theoretical concepts underlying descriptive
and inferential statistics. Content will include frequency distributions and graphing, empirical
distributions, theoretical distributions (including the normal distribution), sampling distributions,
and the logic underlying confidence intervals and hypothesis testing.
In addition to discussion of theoretical concepts, students will calculate measures of central
tendency and variability, z scores, correlation coefficients, regression equations, analysis of
variance (including one-way, one-factor repeated measures, and factorial designs), and chi-square.
Examples and problems will be applied to research in psychology. Selected problems will be
interpreted and written in a Results section format according to APA style.
1.
Demonstrate factual knowledge of basic statistical vocabulary and computations. Students
will define key terms in their own words. Students will hand calculate measures of central tendency
and variability, z scores, correlation coefficients, regression equations, analyses of variance and chisquare. Students will demonstrate their ability to define terms and compute functions on
Homework Problems and Exams.
2.
Demonstrate factual knowledge of fundamental principles, generalizations, or theories
regarding basic statistics. Students will read and write about theoretical concepts underlying
descriptive and inferential statistics, including frequency distributions and graphing, empirical
distributions, theoretical distributions, sampling distributions, and the logic underlying confidence
intervals and hypothesis testing. Students will demonstrate their ability to explain selected
concepts on the Key Concept writing assignments.
3.
Demonstrate specific skills, competencies, and points of view needed by professionals in the
field. As future professionals with a Psychology or related degree, students will need to know how
to use statistical computing software to perform statistical analyses and will need to know how to
write the results of these analyses in the style adopted by this field. Therefore, students will
demonstrate their ability to perform statistical analyses in SPSS by producing and labeling SPSS
output. Students will demonstrate their ability to use appropriate APA style by translating the raw
results of statistical analyses into written APA style Results sections submitted as Application
Essays.
4.
Apply course material to improve thinking, problem solving, and decision making. Students
will apply course material to improve decision making by writing personally-relevant Application
Essays that require the use of statistical information to solve personal problems that span a variety
of topics. Students will apply course material to develop metacognitive thinking by 1) reflecting on
personal experiences with learning course content and completing course assignments, 2)
documenting study time and rating the helpfulness of assignments on Weekly Reflections, and 3)
creating and /or revising study strategies for upcoming lessons.
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PSYK 330 110—Summer 2014
3.0
Required Textbooks and Computer Programs:
Required Texts:
American Psychological Association. (2009). Publication manual of the American psychological
association (6th ed.). Washington, DC: Author. (ISBN: 978-1-4338-0561-5)
Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of statistics for the behavioral sciences (8th ed.)
Belmont, CA: Wadsworth. (ISBN for text only: 978-1-133-95657-0) (ISBN for text and Aplia
bundle: 978-12-85481661)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and
Understanding Data (7th ed). Boston: Pearson. (ISBN: 978-0-205-95860-3)
Required Electronic Resources:
Aplia Statistics for Psychology and the Behavioral Sciences. Aplia is an online instructional and
homework delivery tool custom-tailored to the Gravetter and Wallnau textbook. Students
can purchase Aplia access, which comes with an e-book, at
https://login.cengagebrain.com/cb/login.htm If students do not already have an account,
click the ‘Create a New Account’ button and enter the course key when prompted. Then
follow the on-screen instructions. The course key and instructions to register for Aplia
access is located in the course materials in Module 1 on the “Learning Modules” tab in
Blackboard. Be advised: Students’ ability to access the e-book is limited to only the
duration of this course (i.e., the length of the Aplia subscription). Because students will use
their knowledge of statistics in PSY 335 and later in their careers, I highly recommend that
students have a statistics book to keep in their professional collections for future reference.
IBM Statistical Package for the Social Sciences (SPSS) Standard GradPack v. 22. This computing
software is widely used to compute statistical analyses and is available for students to use
on University computers free of charge. If students live far from the University or do not
want to use the computer lab resources, students can rent a subscription to SPSS for their
personal computers at home. Students can purchase a 6-month or 12-month lease for the
program via one of many online vendors. See the IBM website for a description of the
product and a list of vendors:
http://www-03.ibm.com/software/products/en/spss-stats-gradpack
COURSE REQUIREMENTS
4.0
Course Sequence of Instruction: This course is organized into weekly learning
modules (on the “Learning Modules” link on the left menu bar). Each module requires
students to perform the following actions. Complete these actions in the following order for
each module.
1) When first logging on to Blackboard, read the BEGIN HERE Instructions for each
module before completing any course assignments.
a. The BEGIN HERE Instructions will explain the Learning Objectives for each module
and should serve to direct students’ attention to important course content.
2) Print or save a copy of the “Weekly Reflection Working Document” to record all study
activities for each module as you complete them.
a. Weekly Reflections are submitted in Blackboard at the end of each module. Prior to
submission of the Weekly Reflection, students should use the “Weekly Reflection
Working Document” to keep track of their study time as they complete each study
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PSYK 330 110—Summer 2014
activity during the week. The information recorded on the working document
should be used to fill out the Weekly Reflection survey at the end of the module.
b. The Weekly Reflection is a brief assessment designed to help students develop and
use metacognitive strategies to evaluate one’s learning activities and use of study
time Additionally, the Weekly Reflection supplies ongoing, student-centered
feedback to the professor to enable timely content revision and/or supplementation
instead of waiting until the end of the semester evaluation.
c. To reduce the fear of evaluation and to increase honest feedback from students,
credit for this assignment is included in each student’s Class Participation grade. As
such, the grade is based only on participation and not on the specific answers
provided. To receive full credit, a student needs only to complete the entire form
(i.e., type in a response for every blank except those labeled ‘optional’). The specific
times reported or ratings entered will not impact the grade. This grading scheme is
intended to produce honest responses that will enable students to improve study
time and will enable the professor to improve the course and its instructional
materials.
3) Participate in Study Hall by posting and responding to questions at any time as you
study (on the “Study Hall” link on the left menu bar).
a. In the spirit of student-led study groups, the professor created a virtual space for
informal, student-to-student (and student-to-professor) communication concerning
matters related to this class. All questions related to the academic content of this
class should be asked in Study Hall. Students are expected to respond to their
classmates’ questions/comments with helpful explanations. Students who can
answer a posted question or provide assistance should not wait for the professor to
respond. Student led discussion of academic content is expected; however, the
professor will monitor Study Hall and will respond to any post that is not adequately
addressed by peers (e.g., posts that are unanswered, posts that include inaccurate
information, etc.). While students should provide accurate information in their
posts, Study Hall posts are ungraded and present a low threat way of interacting
with classmates to help each other learn.
b. Study Hall is designed to bring students together for mutual support and problem
solving in a low threat (i.e., ungraded!) environment. In addition, this online
environment allows your personal information to remain private; you do not have
to share personal emails or phone numbers with strangers, though they are
classmates, by using this virtual location for networking.
c. To use Study Hall effectively, students should follow the link in Blackboard each
time they log on to the class and perform the following actions:
i. Ask for explanations by creating a new thread in the Study Hall forum. It is
certainly acceptable to ask for assistance on any topic in the course except
specific items that are graded (i.e., questions assigned for homework and
questions on exams).
1. Please note: There are NO graded group projects in this class. All
graded assignments must be completed individually with no
assistance from classmates, tutors, or other people. While learning
is not a solo endeavor, assessment is! If you cannot understand
this distinction or if you are unsure what acts constitute academic
dishonesty, ask the professor before engaging in the behavior.
ii. Offer explanations to other students by replying to a question thread.
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PSYK 330 110—Summer 2014
iii. Read old Q&A threads as a study tool and reference. Peer explanations are
another source of examples and clarifications in addition to your textbook,
the videos, and your communications with the professor.
iv. Network! Don’t lose sight of the fact that your classmates will soon be your
colleagues in your profession. Establish professional contacts now that you
can rely upon later.
d. Students should know that Study Hall is a public forum, and all students in the
course can access and read all postings; therefore, private information should not
be discussed in Study Hall (e.g., personal problems or events, confidential
information including grades and disability accommodations, and other issues that
should be kept between the student and professor only). If students have a personal
or confidential topic to discuss, the student should send a “message” addressed to
the professor only [on the “Messages (Class Email)” link on the left menu bar in
Blackboard].
4) Use additional online resources at any time as you study each chapter.
a. The number of websites offering help with statistics is staggering. So, instead of
overwhelming you with an exhaustive list, I have suggested only three links in
addition to Aplia to aid you in completing this course. The links are provided on the
“Online Statistics Resources” tab on the left menu bar.
5) Read/work through the assigned chapter(s) in the Gravetter & Wallnau textbook.
This text provides the primary content for the course. It introduces students to specific
techniques and theory in statistics. Follow the steps below when beginning each chapter.
(For more information on this technique, search “SQ3R” on the web.)
a. Survey – Before reading, spend 2 minutes flipping through the pages of the chapter
to get a general idea of the chapter content. During this time, read only titles,
headings, subheadings, and captions for pictures, tables, graphs, etc. for the entire
chapter.
b. Question – Next, go back to the beginning of the chapter and flip through it again,
turning the title, headings, and subheadings into questions. Guess a plausible
answer to each question. Finally, review the “Tools You Will Need” section at the
beginning of each chapter and assess the adequacy of your background knowledge.
Review previous chapters before reading the new chapter, if needed.
c. Read – Go back to the beginning of the chapter and start reading. Slow down your
speed for difficult passages, reread captions for graphs and tables as you encounter
them, reread sections that are unclear, read only a section at a time, and work
through each calculation as it is presented. If you do not understand a given
calculation by “mentally” working through it, take the time to “physically” (with
paper and pencil) work through it. Stop reading at each “Learning Check” to recite
(see next step).
d. Recite – At the end of each section, stop reading and go back to take notes from the
text, writing them in your own words. Do not copy notes verbatim from the text.
Use the publisher provided PowerPoint slides to organize the notes you take from
each chapter. Next, work the problems presented at each “Learning Check” in the
text. Completing these checks will identify the material you may not fully
understand, so you can immediately review it. You will be unable to understand
later concepts without first understanding initial concepts. The material in this
class is cumulative. You must understand each calculation and its rationale as you
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PSYK 330 110—Summer 2014
6)
7)
8)
9)
encounter it because it will form the foundation for more sophisticated techniques
later.
e. Review – Use the odd-numbered “Problems” at the end of each chapter to review
the material for that chapter. Work the odd-numbered problems for each chapter
and check your work. Answers are provided for the odd-numbered problems in the
back of the text. (The even-numbered problems will be assigned as Homework
through Aplia as explained below).
Use the PowerPoint (PPT) slides for each chapter to take notes from the text on them.
a. See the ‘Recite’ section of the SQ3R method above for taking notes as you read the
text.
b. As you review the PowerPoint slides in Blackboard, pay special attention to the “Key
Concept” identified in the set of slides outlining the chapters in each module.
Students should make note of the “Key Concept” when it is presented in the slides.
Students must submit a short explanation of each “Key Concept” to the professor as
an assignment in Blackboard (see below) to receive credit for part of your class
participation grade.
Write the Key Concept for each module.
a. Each Key Concept is identified as such in the PPT slides that accompany each
module. Students are to identify the Key Concept and write an explanatory
paragraph about it. Each paragraph should be between 8-12 sentences, should be
well-organized and should fully explain the concept.
b. Key Concepts are submitted as an assignment in Blackboard.
Watch the instructional video(s) that accompany each chapter as you study the text.
a. The professor filmed short video segments to demonstrate examples of the analyses
presented in the text. The intent of the videos is NOT to replace the text but to walk
students through the process of setting up a problem and finding its solution to
supplement the ready-made solutions presented in the textbook.
b. Many students find it puzzling that the completed problems in the text seem so easy
and obvious while beginning a problem on a blank piece of paper is so difficult and
confusing. The videos will guide students from a blank page to a completed problem
with the goal of bringing the problem ‘to life.’
c. Students are expected to watch each video and work the problems with the
professor just as they would in a face-to-face course. But, unique to an online course,
students have the ability to pause the video to finish working calculations at their
own pace, and students can repeat segments of the video as many times as needed
to understand the procedure.
Make an appointment for virtual office hours (synchronous communication) or email
the professor (asynchronous communication) for assistance when needed.
a. The professor will log on to the class in Blackboard daily on weekdays (Monday
through Friday), unless otherwise announced. The professor will respond as quickly
as possible to emails, usually within two business days. All course-related email
should be conducted through Blackboard’s “Messages” tool. The “Messages (Class
Email)” tool is linked on the left menu bar.
b. In addition, the professor will hold synchronous, online office hours as requested in
Blackboard using Blackboard Collaborate. During these office hours, students may
log on and interact with the professor in real time. Students will need speakers and
a microphone to use this option, or students can use the Collaborate session just for
text chat. It is preferable that students use a headset when speaking in the
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PSYK 330 110—Summer 2014
Collaborate environment to reduce echo and feedback and that students use a wired
(not wireless) internet connection. “Office Hours” are located on the left menu bar in
Blackboard.
10) Complete the Homework problems for each chapter.
a. Only after thoroughly reading the text, using the interactive online websites,
working the “Learning Check” problems in the text, and reviewing the oddnumbered “Problems” at the end of the chapter, log on to Aplia to complete your
homework problems at http://login.cengagebrain.com/. This site delivers practice
problems with explanations (optional) and assigned homework problems
(required). For your homework problems, Aplia provides grading feedback and
explanations for each problem at the deadline for the assignment. Immediate
feedback is available for the practice problems in Aplia.
11) Write the Application Essays for each module.
a. After reading, practice, and homework assignments are complete, students should
have a solid understanding of chapter content. The next step in the learning process
is to apply the newly-learned concepts to the student’s life and future work.
Application Essays may require students to explain the connection between a
statistical concept and a decision they must currently make, or review and integrate
concepts across chapters in their own words. In addition, some essays will require
students to write an APA style Results section for a completed analysis that is
appropriate for inclusion in a manuscript submitted for publication (e.g., thesis or
research article).
b. Students should create a folder on their computers to save and chronologically
order all of their completed Application Essays. At the end of the semester, students
will be expected to refer to their own essays written earlier in the semester.
Additionally, having quick access to the APA style Results sections will be of great
benefit to students when they are enrolled in PSY 335.
c. All essays must be completed independently and written in a student’s own words.
Any evidence of collaboration or plagiarism will result in no credit for the
assignment. The length of each essay will vary with the specific assignment.
d. All essays should be written according to APA style and submitted in Blackboard.
12) Read/work through the assigned lessons in the Green & Salkind (G&S) textbook.
a. This text provides a thorough explanation for using the computer software
Statistical Package for the Social Sciences (SPSS) to perform statistical analyses of
data using a computer.
b. Students should not only read this text, but students should also follow along with
each step using the SPSS program itself. Students will be unable to fully understand
how to use SPSS by merely reading the textbook. Students should work with the
SPSS program on a computer, using the textbook as a reference.
13) Complete the SPSS Assignments from the G&S textbook for each module.
a. To practice the techniques in the Green and Salkind textbook, students will submit
labeled SPSS output of assigned statistical analyses. Students will use SPSS to
perform virtually every statistical procedure we learn to compute by hand in the
course. The hand computations reveal what the SPSS program does “behind the
scenes.” In future school work and professions, students will be more likely to use
computer programs such as SPSS to perform statistical analyses; however, numbers
on a page are meaningless unless students understand what the data means and
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PSYK 330 110—Summer 2014
know how to interpret it. Therefore, both hand calculations and software
calculations of data are integrated in this course.
14) Comprehensively review several chapters and take the Exams.
a. The final step of study will be completing five timed exams. Once an exam is started,
it must be completed in the same session. Each exam will be comprised of multiple
choice questions that span several chapters. As previously stated, the material in
this course is cumulative, and as such, ALL course content covered prior to an exam
is testable material for that exam. On the Course Calendar, each exam is labeled with
the chapters that will be the primary focus of the exam. However, students should
realize that calculations learned in earlier chapters will also appear on exams
though the specific chapter where the calculation was first introduced may not be
listed on the Calendar as exam content. For example, calculating a standard
deviation, which is introduced in Chapter 4, is relevant to calculations in all later
chapters and is testable material for Exam 3 and Exam 4 though Chapter 4 is not
specifically listed next to that exam on the Calendar.
b. Links to Exams are available in Blackboard.
15) Complete the Weekly Reflection.
a. The information recorded on the “Weekly Reflection Working Document” should be
submitted at the end of each module.
b. Weekly Reflections are submitted in Blackboard as a link to Google Docs based on
the working document students complete as they work through assignments during
the week.
5.0
Course Requirements: Students are responsible for meeting the course requirements as
scheduled for each module in the course calendar. Assignments may not be submitted for credit
after the due date.
Class Participation (8.1% of Overall Course Grade). Active online participation in diverse
learning activities that are delivered throughout the learning process is expected in this
course. Two activities are included in the sequence of instruction to achieve this objective
and are included in students’ class participation grades.
Key Concept Explanation (6 points each, 9 assignments due). Students are
expected to access, save/print, and take notes on the PowerPoint slides provided for
each chapter. A “Key Concept” is identified in the PowerPoint slides for each module.
Students are to make note of these “Key Concepts” as they come to them, write a
brief explanation of the “Key Concept” in the student’s own words (quoting or
paraphrasing from the textbook will not receive credit), and submit the explanation
of the concept to the professor each week as an assignment in Blackboard. The
professor identified “Key Concepts” in each module that are critical for students to
understand and labeled them in the PowerPoint slides. Writing a brief (8 to 12
sentence) explanatory paragraph on each concept will help students recognize and
understand these “Key Concepts” as they progress through course content. The
following rubric will be used to grade all “Key Concept” explanations.
Content:
Is the “Key Concept” accurately identified?
0
1
Is the “Key Concept” thoroughly explained?
0
1
2
3
Writing Standards:
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PSYK 330 110—Summer 2014
Did student adhere to proper grammar, word usage, sentence form,
punctuation, and other elements of professional writing?
0
1
2
Weekly Reflection (3 points each, 9 assignments due). At the end of each module
when students have finished all of the instructional activities assigned, students are
expected to submit their Weekly Reflection. A student will receive full credit for the
assignment if they complete the form in its entirety (i.e., do not leave any blank
empty), regardless of the specific answers provided – within reason. Violations of
‘reasonable’ and ‘good faith’ efforts to complete the form honestly will not receive
credit even if all blanks are completed. For example, a student who submits all zeros
for all responses though he/she did complete all module assignments is not
completing the form as intended and will not receive any credit. By no means does
this example exhaust all possible ways the form could be abused, but any suspected
abuse of this activity will be investigated by checking the student usage data
recorded by Blackboard. Violations will not receive credit. A grading scheme that
considers only class participation and not potentially critical feedback is meant to
elicit honest, useful data to improve student learning and course activities. It is not
meant to encourage sloppiness and carelessness for ‘easy credit.’
Homework Problems (22.5% of Overall Course Grade) (15 points each, 15 assignments
due). The even-numbered problems at the end of each chapter will be assigned as
homework problems through Aplia. All homework assignments must be completed
independently. To complete homework, students may use textbooks, notes, calculators, and
internet resources, but students may not use other people (i.e., classmates, friends, tutors)
as resources to complete graded assignments.
SPSS Assignments (20.0% of Overall Course Grade) (20 points each, 10 assignments
due). Each week students will perform analyses using SPSS software and will submit 10
assignments through the course of the semester. The initial assignments for SPSS (Units 1
through 4) are intended to allow students to gain familiarity with the program. Then,
beginning with Unit 5, students will begin to submit graded assignments. Credit will be
awarded only for properly labeled assignments as indicated on each set of instructions.
Without labels, there is no evidence that students have examined the output, and there is no
evidence that students can interpret the output. To meet the goals of this assignment, it is
not sufficient that students are able to generate SPSS output. Numbers and tables on a page
are meaningless unless one knows how to interpret them properly. Thus, students who
submit SPSS output that is not labeled as specified in each assignment will not receive credit
for their submissions. Labels to include on all SPSS output are explicitly stated in each
assignment and vary depending on the type of analysis conducted. Points awarded for each
label are stated on each assignment.
Application Essays (18.2% of Overall Course Grade) (14 points each, 13 assignments
due). Each week students will write either one or two essays that require them to apply
statistical concepts to their personal lives and future careers. Though the specific writing
assignment will vary weekly, essays will be graded using one of the following grading
rubrics.
APA Style Essays:
Variables: Are the variable(s) stated appropriately?
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PSYK 330 110—Summer 2014
0
1
Statistical Test: Is the statistical test used clearly stated?
0
1
Error: Is the likelihood of a Type I error stated correctly?
0
1
Descriptive Statistics: Are the N, M, SD for all groups stated clearly?
0
1
2
3
4
Written Conclusion: Are the results of the test explained in terms of the variable(s)?
0
1
2
3
4
5
Statistics Supporting Conclusion: Are the results of the test presented correctly?
0
1
2
Personal Application Essays:
Supporting Research: Did student engage in sufficient and appropriate background
research to support his/her personal application of concepts?
0
1
2
3
4
Content: Did student discuss every point requested in the instructions?
0
1
2
3
4
5
Writing Standards: Did student adhere to proper grammar, word usage, sentence
form, punctuation, and other elements of professional writing?
0
1
2
3
4
5
Examinations (31.2% of Overall Course Grade). Four exams (60 points each) that include
both multiple choice items and problems to calculate will be given during the semester (see
Course Calendar for dates). These tests will cover content from the assigned chapters and
activities listed in the Course Calendar. Allow extra time during the week when exams are
scheduled to take the exams. A comprehensive final examination will be given during final
exam week (72 points). Students may use textbooks, notes, and calculators when
completing the exams. However, all exams must be completed independently. Direct all
questions to the professor of the course.
6.0
Grading Criteria Rubric and Conversion:
Graded Assignments
Class Participation
Key Concept Explanations
Weekly Reflections
Chapter Homework Problems
SPSS Assignments
Application Essays
Examinations
Exam 1
Exam 2
Exam 3
Exam 4
Final Exam
Points
Each
Points
Total
9
9
15
10
13
6
3
15
20
14
54
27
225
200
182
1
1
1
1
1
60
60
60
60
72
# Due
60
60
60
60
72
1000
% of Overall
Grade
5.4
2.7
22.5
20.0
18.2
6.0
6.0
6.0
6.0
7.2
100%
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PSYK 330 110—Summer 2014
7.0
Posting of Grades:
Grading Scale: Grades are not ‘given’ in this course; they are earned. Students earn grades by
actively utilizing course content (i.e., Class Participation assignments, Homework Problems, and
SPSS Assignments) and by demonstrating their grasp of subject-matter content on written
assignments (i.e., Application Essays and Key Concept explanations) and exams. Grades are
determined based on the percentage of points earned on each assignment and the assignment’s
weight toward the overall course grade. (To calculate your overall grade to date, multiply the
percentage of points earned for each assignment by the ‘Percentage of Overall Grade for Each
Assignment’ above, then sum all points earned.)
Grade
A
B
C
D
F
University Definition
Excellent
Good
Fair
Passing
Failing
Course Definition
Exceptional
Above Average
Average
Unsatisfactory
Failure
Percentage
90-100
80-89
70-79
60-69
59 or below
Grade Posting: All students’ grades will be posted in the Blackboard Grade Center after the
assignment due date has passed. Grades on Homework Problems will also be available in the Aplia
grade book immediately after the assignment’s due date has passed. Students are encouraged to
independently verify their Homework grades in Aplia and ensure that the professor has transferred
them into Blackboard properly. On the SPSS and writing assignments (i.e., Key Concepts and
Application Essays) the professor will begin reading, grading and recording grades on the Monday
they are due and will have all grades posted within one week. Students should regularly monitor
their grades in the Blackboard Grade Center, and students should not hesitate to ask the professor
about any grade or concern.
TECHNOLOGY REQUIREMENTS AND SUPPORT
7.0
Technology Requirements:
Students must be able to perform basic computer skills such as access the internet, log on to
websites that require usernames and passwords, navigate tabs and links on web pages, open and
send emails, create and send attachments, download and view attachments including Microsoft
Word documents and PowerPoint slideshows, open and view streaming video, input and save
information entered into online questionnaires, create, save and upload files in widely-accessible
formats (e.g., .rtf, .pdf, or .doc), copy, paste and insert textboxes onto documents, and create folders
on personal computers to organize and save completed work.
To view the files and assignments for this course, students will need Microsoft Office 2007 or a later
version. If students have an earlier version of Microsoft Office, they can download a free MS Office
Compatibility Pack at http://www.microsoft.com/downloads/en/details.aspx?familyid=941b34703ae9-4aee-8f43-c6bb74cd1466&displaylang=en
This course will use the TAMUCT Blackboard Learn learning management system for class
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PSYK 330 110—Summer 2014
communications, content distribution, and assessments.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username (xx123 or everything before the "@" in your MyCT
e-mail address)
Initial password: Your MyCT password
For this course, you will need reliable and frequent access to a computer and to the
Internet. You will also need a headset with a microphone or speakers and a microphone to
be able to listen to online resources and conduct other activities in the course. If you do not
have frequent and reliable access to a computer with Internet connection, please consider
dropping this course or contact the professor to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X 10.9 (Mavericks), 10.8 (Mountain Lion), and 10.7 (Lion)
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower
are NO longer supported
Check browser and computer compatibility by following the “Browser Check” link on the
TAMUCT Blackboard logon page. (https://tamuct.blackboard.com) This is a CRITICAL step
as these settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation
under My Courses tab. Click on that link and study the materials in this orientation course.
Your ability to function within the Blackboard system will facilitate your success in this
course. There is also a link to Blackboard Help from inside the course on the left-hand
menu bar.
Technology issues are not an excuse for missing a course requirement – make sure your
computer is configured correctly and address issues well in advance of deadlines.
7.1
Technology Support
For technology issues, students should contact Help Desk Central. 24 hours a day, 7 days a
week:
Email: helpdesk@tamu.edu
Phone: (254) 519-5466
Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
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PSYK 330 110—Summer 2014
8.0.
COURSE OUTLINE AND CALENDAR
Complete Course Outline
Week
May 28
(12:30pm)
through
June 3
(12:30am)
June 3
(12:30am)
through
June 9
(8:00am)
June 6
(12:30am)
through
June 16
(8:00am)
June 13
(12:30am)
through
June 23
(8:00am)
Module
Instructional Activities
Getting Started
Log on to Blackboard Orientation
Log on to Aplia Training
Establish library access from home
Create a quiet study environment
Resolve all computer difficulties
Find 2 ‘back-up’ computers w/internet
Introduce self in Study Hall in Bb
(Complete
before the
semester begins if
possible.)
Assignments Due
Module 1:
Introduction to
Statistics
&
Frequency
Distributions
Read G&W Chapters 1 and 2
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Unit 1
(Lessons 1 through 4)
Write Application Essay(s)
Complete Weekly Reflection
Key Concept
Module 2:
Central Tendency
&
Variability
&
Exam 1
(Chapters 1-4)
Read Chapters 3 and 4
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Unit 2
(Lessons 5 through 11)
Write Application Essay(s)
Complete Weekly Reflection
Take Exam 1 (Chapters 1-4)
Key Concept
Read Chapter 5 and 6
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Unit 3 and 4
(Lessons 12 through 18)
Write Application Essay(s)
Complete Weekly Reflection
Key Concept
Module 3:
z-Scores
&
Probability
Ch 1 Homework Problems
Ch 2 Homework Problems
Application Essay(s)
Weekly Reflection
Ch 3 Homework Problems
Ch 4 Homework Problems
Application Essay(s)
Weekly Reflection
Exam 1 (Chapters 1-4)
Ch 5 Homework Problems
Ch 6 Homework Problems
Application Essay(s)
Weekly Reflection
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PSYK 330 110—Summer 2014
June 20
(12:30am)
through
June 30
(8:00am)
June 27 is
Graduation
Application
Deadline for
Fall
Module 4:
Probability and
Samples
&
Hypothesis
Testing
&
Exam 2
(Chapters 5-8)
Read Chapters 7 and 8
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lessons 19,
20, 21, and 22
Write Application Essay(s)
Complete Weekly Reflection
Take Exam 2 (Chapters 5-8)
Key Concept
Ch 7 Homework Problems
Ch 8 Homework Problems
SPSS Frequency Analysis
(Lesson 20)
Application Essay(s)
Weekly Reflection
Exam 2 (Chapters 5-8)
June 27
(12:30am)
through
July 7
(8:00am)
Module 5:
t Statistic
&
Independent
Samples t Test
Read Chapters 9 and 10
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lessons 24
and 23
Write Application Essay(s)
Complete Weekly Reflection
Key Concept
Ch 9 Homework Problems
Ch10 Homework Problems
SPSS One-Sample t Test
(Lesson 22)
SPSS Independent t Test
(Lesson 24)
Application Essay(s)
Weekly Reflection
July 4
(12:30am)
through
July 14
(8:00am)
Module 6:
Related Samples t
Test
&
ANOVA
&
Exam 3
(Chapters 9-12)
Read Chapters 11 and 12
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lesson 25
Write Application Essay(s)
Complete Weekly Reflection
Take Exam 3 (Chapters 9-12)
Key Concept
Ch11 Homework Problems
Ch 12 Homework
SPSS Paired t Test
(Lesson 23)
SPSS One-Way ANOVA
(Lesson 25)
Application Essay(s)
Weekly Reflection
Exam 3 (Chapters 9-12)
14
PSYK 330 110—Summer 2014
July 11
(12:30am)
through
July 21
(8:00am)
Module 7:
Repeated
Measures
ANOVA
&
Two-Factor
ANOVA
Read Chapter 13
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lesson 29 and
Lesson 26
Write Application Essay(s)
Complete Weekly Reflection
Key Concept
Ch13 Homework Problems
SPSS Repeated ANOVA
(Lesson 29)
SPSS Factorial ANOVA
(Lesson 26)
Application Essay(s)
Weekly Reflection
July 18
(12:30am)
through
July 28
(8:00am)
July 25
(12:30am)
through
August 4
(8:00am)
August 7
(12:30am)
through
August 7
(11:30pm)
Module 8:
Correlation
&
Regression
Module 9:
Chi-Square
Statistic
&
Exam 4
(Chapters 13-15)
Final Exam
Read Chapter 14
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lessons 31,
33, and 19
Write Application Essay(s)
Complete Weekly Reflection
Read Chapter 15
Take notes on PPT slides
Watch instructional videos
Participate in Study Hall/Office Hours
Write Key Concept explanation
Complete Homework Problems
Read/Work G&S SPSS Lessons 39,
40, 41
Write Application Essay(s)
Complete Weekly Reflection
Take Exam 4 (Chapters 13-15)
Take Comprehensive Final Exam
(Chapters 1-15)
Key Concept
Ch14 Homework Problems
SPSS Correlation
(Lesson 31)
SPSS Regression
(Lesson 33)
Application Essay(s)
Weekly Reflection
Key Concept
Ch15 Homework Problems
SPSS Chi Square
(Lesson 41)
Application Essay(s)
Weekly Reflection
Exam 4 (Chapters 13-15)
Final Exam
The professor reserves the right to amend this syllabus at any time. If revisions are necessary, the
professor will make every effort to provide as much advanced notice as possible.
15
PSYK 330 110—Summer 2014
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
9.0
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The record’s office will provide a deadline for which the form must be returned, completed
and signed. Once you return the signed form to the records office and wait 24 hours, you must go
into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOWUP with the records office immediately! You are to attend class until the procedure is complete to
avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
10.0 Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in
personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a
failing grade for the assignment and potentially a failing grade for the course. All academic
dishonesty concerns will be reported to the university's Office of Student Conduct. Academic
dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work, collusion, and the abuse
of resource materials. When in doubt on collaboration, citation, or any issue, please contact the
professor before taking a course of action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
11.0 Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit
Founder's Hall Suite 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
12.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring
Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
13.0 Library Services
Library distance education services aim to make available quality assistance to A&M-Central
Texas students seeking information sources remotely by providing digital reference, online
information literacy tutorials, and digital research materials. Much of the TAMUCT collection is
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PSYK 330 110—Summer 2014
available instantly from home. This includes over half of the library's book collection, as well as
approximately 25,000 electronic journals and 200 online databases. Library Distance Education
Services are outlined and accessed at:
http://www.tamuct.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, but is not limited to: the exploration of information resources such as library
collections, the identification of appropriate materials, and the execution of effective search
strategies. Library Resources are outlined and accessed at:
http://www.tamuct.edu/departments/library/index.php
14.0
Recommended Academic Strategies
1. Complete the ‘Getting Started’ Module before the first day of class. The goal of this class
is to learn statistics, not to learn how to use a computer, Blackboard, or Aplia. Students
must have all their training completed and have two ‘back-up’ computers located before
the course begins so they can concentrate on completing coursework..
2. Be realistic about the time you must devote to the course. You should set aside a
minimum of 19 hours each week for the next 10 weeks to devote to this course. If
you cannot set aside this amount of time each week, drop the class instead of failing it.
a. For every hour a student spends in class that student should spend at least 3
hours on homework (see also
http://www.astrosociety.org/education/resources/success.html). Because this
is a 3-hour class that meets for only 10 weeks (instead of the typical 16-week
semester), students should be spending at least 19 hours on coursework per
week. Bear in mind that this rule of thumb is for an average class. Many students
find statistics to be a difficult course, so you may require significantly more time
to grasp the concepts and complete the assignments.
b. We know from research that spaced practice is better than massed practice
when learning new information. Thus, spending 3 hours a day for 6 days a week
on coursework is better for your learning and your grade than ‘pulling an allnighter.’ Adjust your schedule accordingly.
c. Begin each module the day it opens. The course requirements are too timedemanding and labor-intensive to wait until the last day an assignment is due to
begin work.
d. Use the Weekly Reflections to assist you in revising your study time as the
semester progresses. This activity was created to teach students about their
study habits. Review your responses across several Reflections during the
semester to learn from them.
3. Follow the sequence of instruction. Gaining a full, independent understanding of the text
is absolutely critical in an online course, and the sequence of instruction provides
diverse activities based on sound educational practice to meet this goal. (If you are
memorizing the formulas, you are studying for the class incorrectly!)
4. Pay attention to the percentage of your grade each assignment is worth. Simply doing
well on the exams will not allow you to pass the course. Students must submit all
assignments every week to do well in the course.
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PSYK 330 110—Summer 2014
5. Complete and submit course assignments on time. Extensions for coursework will not
be granted. Find at least two “back-up” computers with internet access if your primary
computer “crashes” or you have connection difficulties. Save your work often and on
multiple media (e.g., hard drive, jump drive), so you do not lose your work.
6. Stay focused. Just as in a face-to-face class, reduce as many distractions as possible
when working on course assignments. Turn off all electronic devices such as cell
phones, music players, gaming equipment, etc. Postpone business not related to the
course until you have completed your assignments for the day.
7. Keep me informed. At the first sign of confusion or difficulty, request assistance in Study
Hall. Unless I hear from you, I will not know how to help you.
8. Be professional and use proper netiquette (i.e., internet etiquette). Your college
education is grooming you for a professional career. Until your education is complete,
getting your education IS your career.
a. Use standard English in all of your communications. Do not abbreviate or use
texting shortcuts (e.g., OMG! R U kidding. ROFL!). Spell check, revise, and edit
your messages before sending them.
b. Be polite and respectful of others. Do not use all UPPERCASE LETTERS, which is
equivalent to shouting. Avoid sarcasm and irony because they are easily
misinterpreted by the reader. Do not ‘flame’ others by sending negative or
hurtful comments; though the reader cannot see you, you are not anonymous.
c. Remember that you are individually accountable for all your messages and
online actions. Treat Study Hall and your interactions with others in class as you
would in your future professional career.
9. Get the supplemental resources you need. Additional assistance for ALL students is
available through Student Affairs. (Online students have the same access to resources as
face-to-face students.) Log on to the Student Affairs website and select Academic
Support to see the range of services available to you (e.g., disability support, GRE
support, tutoring, writing proficiency exam support, and study tips)
http://www.ct.tamus.edu/departments/academicsupport/index.php
15.0
The Operation of the Online Course and Being an Online Student
Copyright Notice: All materials used in this class are copyrighted either by the instructor or other
authors and creators. Copyright laws and fair use policies protect the rights of those who created
these materials. These laws and policies protect your work as well. Just as you cannot use
copyrighted material without permission, others cannot use your work without your permission. I
require all students to familiarize themselves and to follow copyright and fair use requirements.
YOU ARE INDIVIDUALLY AND SOLELY RESPONSIBLE FOR VIOLATIONS OF COPYRIGHT AND FAIR
USE LAWS. I WILL NEITHER PROTECT NOR DEFEND YOU NOR ASSUME ANY RESPONSIBILITY FOR
STUDENT VIOLATIONS OF COPYRIGHT AND FAIR USE LAWS. Violations of copyright laws could
subject you to federal and state civil penalties and criminal liability as well as disciplinary action
under University standard academic procedures.
Course Calendar: Carefully examine the Course Calendar. Note that each Module will be available
to students for 10 days with the exception of Module 1, which opens on the first day of the
semester. Each Module (except Module 1) opens on a Friday at 12:30am, and ALL Module
assignments are due 10 days later on Monday morning by 8:00am. Students should have ALL
assignments submitted for each Module well before the 8:00am deadline. No assignments will be
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PSYK 330 110—Summer 2014
accepted after the deadline for any reason (late work policy, missed assignment).
When planning study time, students should realize that the upcoming Module opens before the
current Module closes, so a portion of the 10 days that each Module is available overlaps with
another Module. Students should plan accordingly and realize they do not have 10 days to devote to
each Module exclusively. However, a 10-day period of availability, instead of a one-week period,
allows students greater flexibility to plan their coursework and still complete their assignments on
time should an unexpected emergency arise.
Students should also realize that the professor will not be available on the weekends to answer
questions. Therefore, students should not plan to complete and submit work on the weekend before
it is due. Instead, students should begin each Module the first weekend it opens so that students can
seek the professor’s assistance during the week and submit accurate assignments well before the
deadline.
Factors to Consider before Taking an Online Course: Now that you, as a potential student in this
course, have had an opportunity to examine the syllabus and course assignments, I want you to
consider other factors pertaining to an online course. The convenience of taking classes online is
very appealing to many students. But, taking classes online is not for everyone. To help you decide
if online education is right for you, here are some factors to consider. (You can also assess your own
readiness for online learning by taking the assessment at http://tamuct.smartermeasure.com)
Unfortunately, may students do not take the time to consider these factors or take the online
assessment, as a result my online course tend to have unnecessarily high attrition and failure rates.
Thus, I urge you to carefully consider your readiness for online learning, the time you have
available to take the course, and your ability to submit accurate weekly assignments. To do so,
please read on.
Fundamentally, online courses are very different than the traditional face to face courses,
with which you are already familiar. Notable differences between the two types of courses include
new roles for both the professor and the student, new emotions to confront when participating in
the course, new expectations for coursework, and time considerations extending beyond those of
convenience.
New Roles
Professor’s Role. The professor’s role in an online course is very different than his/her role
in a traditional, face to face course. Most face to face courses are teacher-centered, in which all
attention is directed to the teacher who is responsible for transmitting knowledge to the students.
Typically, in such courses, students listen passively to lectures as the teacher tells them exactly
what to do and when. The teacher controls and directs all learning, thus the name ‘teachercentered.’
Online education is based on a different set of assumptions about the learning process, and
the professor’s role in an online class is very different than in face to face courses. Online courses
are based on more student-centered approaches to learning than are traditional lecture courses. As
such, in a student-centered course, students play an active and involved role in constructing
knowledge by creating their own understanding of course concepts. In other words, it is the
student, not the teacher, who is responsible for learning, thus the name ‘student-centered.’
When teaching in a ‘student-centered’ classroom, the professor steps off the stage and out of
the spotlight into a role more typical of a coach on the sidelines. From this perspective, the
professor’s responsibilities are to create and synthesize instructional activities to help students
learn and to facilitate students’ ongoing interactions with course content.
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PSYK 330 110—Summer 2014
Student’s Role. In student-centered courses, a student’s role is very different than in
traditional face to face courses. No longer are students passive recipients of information who wait
for the professor to initiate learning. Instead, students take charge of and direct their own learning.
To continue the analogy above, students must give up their seats on the sidelines and get busy out
on the playing field.
With this in mind, students in an online student-centered course must possess critical
qualities if they hope to succeed such as being a self-starter, being self-disciplined to complete
activities, being able to sustain motivation to engage course content, being well-organized and
conscientious, being able to work independently, and being able to monitor their own learning and
adjust their learning activities as needed.
These qualities will assist students in being active and willing participants in class.
Specifically, successful students in an online student-centered course engage in behaviors such as
creating and following his/her own schedule for coursework, reading and seeking out information
independently, doing additional research on difficult-to-grasp topics, completing coursework
without prodding, and participating fearlessly in an online learning community with classmates
they may have never met.
These may be foreign behaviors for those students who reluctantly slink to class because
they ‘have’ to, for those who dread reading, for those who procrastinate on assignments, and for
those who only want to ‘pass’ the class without regard for learning the information. (Ironically,
students who are too busy to learn and just want to pass tend to achieve neither. If students focus
on learning, passing the class will take care of itself.)
Most certainly, these students should drop the class instead of failing it. Without engaging in
the recommended behaviors and possessing the critical qualities, students will not succeed in an
online student-centered course. To complete the analogy, imagine what a reluctant, unmotivated,
uncaring player on a field might look like. The opponent would certainly crush him/her and be
victorious. Applied to learning, the opponent is ignorance, and when ignorance wins, students fail.
Therefore, before taking an online student-centered course, be honest with yourself and
assess whether you are willing and able to engage in the behaviors necessary to succeed. If not,
drop the class.
But, do not be afraid to take an online course just because the student-centered approach
is unfamiliar! Most students are accustomed to and comfortable with teacher-centered education
and may be unsure of a different approach. Let me reassure you, if you possess the critical qualities
and are willing to engage in the necessary behaviors, you can succeed! Let me help you do it! (There
I go coaching already!)
For a more thorough examination of these issues, read the editorial by Laurie P. Dringus,
“Towards Active Online Learning: A Dramatic Shift in Perspective for Learners.” [Dringus, L. P.
(2000). Towards active online learning: A dramatic shift in perspective for learners. The Internet
and Higher Education, 2(4), 189-195.]
New Emotions
Enrolling in any course is sure to evoke emotions of uncertainty. These feelings are
especially intense for students taking a course for the first time. New students in face to face
courses express much relief after a class meeting or two when they realize their fears of failure
and/or not fitting in were unwarranted.
Similarly, online students, especially those taking their first online course, feel the same
intensity of uncertainty, and it will fade after a week or two as well. But, students in online courses
must also cope with additional emotions that may persist over a longer time span.
Specifically, online students must contend with feelings of solitude and isolation that are not
present in a face to face classroom. Online learners are not surrounded by classmates. Instead they
20
PSYK 330 110—Summer 2014
are learning in a context that is separated from their classmates by both location and time. To cope,
online learners must trust that others are ‘out there’ working and learning with them. Online
learners can gain lacking social support by logging on to the course frequently, participating in the
ongoing interactions among students, and helping others with difficulties in Study Hall. While a
physical space is not available for online learners, a virtual space is. Participation in this virtual
space (i.e., online learning community) will help students cope with feelings of isolation and
connect them to peers.
Not only may online students feel isolated and cut-off from their classmates, they may also
feel isolated and cut-off from their professor. This isolation can be particularly stressful for
students given the professor’s responsibility for assigning grades and evaluating assignments. Not
being able to see the professor or ‘read’ her nonverbal communication cues makes it seem difficult
to connect with her and establish feelings of trust. Given these constraints, successful online
students must make a ‘leap of faith’ and trust that the professor will be genuinely interested in their
progress and grade their assignments fairly.
To help students cope with these feelings, I have implemented several teaching techniques
that I hope will enable students to see me as a fair and genuine person instead of as a faceless
dispenser of work and criticism hidden somewhere behind their computer monitors (to put it
nicely). For example, I have created standardized grading rubrics for assignments where possible
so students can understand the grading criteria before submitting assignments. Second, in the
Application Essays I have included sample assignments written using personal, and sometimes
intimate, details from my life. Each example I provide is based on a true story about me or my
immediate family. Third, I have included ‘quick and dirty’ (i.e., not staged and not edited) video
segments of my lectures so students can see how I would behave in a face to face course. I hope that
these rubrics, stories and images help you to see that I truly love to teach, and I am serious about
taking care of my students. (In fact, I continue to choose teaching over other applications of my
degree that pay far better because I believe that helping others live better lives is the best use of my
limited time on this earth. True story.)
Online students may also feel anonymous while participating in an online course, a feeling
that is not as likely in a face to face course where classmates can see and hear each other. This
anonymity may lead to deindividuation, a feeling that one is not personally accountable for his or
her actions. This feeling could cause students to be less tolerant of others and make more hateful
comments online than they would in a face to face course. To cope, online students must realize that
they are, in fact, individually identifiable by their work and their comments, and they may
eventually meet some of their classmates in face to face courses. Therefore, students should behave
in an online class with the same degree of tolerance and respect for others as they would in a face to
face course.
New Course Expectations
Similarities between Online Courses and Face to Face Courses. Many students have the
misconception that online courses require less work than face to face courses because online
courses can be taken simultaneously with full-time work schedules and/or full-time parenting
obligations. These students believe that the professor must know how busy they are and will ‘take it
easy’ on them. (This same belief is also common among students who take 8-week courses instead
of 16-week courses.) But, in no uncertain terms, this belief is unfounded and unfair.
If students are earning the same degree, they should and will be doing the same work.
Therefore, online courses are just as rigorous as face to face courses. Specifically, the content
covered in an online course is identical to the content covered in a face to face course. For example,
online students will read the same chapters, work the same problems, write the same papers, and
take the same exams as students in a face to face course.
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PSYK 330 110—Summer 2014
Here’s why: A particular course provides the same amount of credit towards a student’s
degree regardless of whether the student takes the course online or in a classroom and regardless
of whether the student is a full-time student, whose time is devoted strictly to school, or a part-time
student, who has other full-time obligations. Finally, the accredited course description applies to
that course regardless of mode of delivery. (For the same reasons, 8-week and 10-week courses
cover the same content and uphold the same academic expectations as 16-week courses.)
Therefore, the academic expectations in an online course are identical to those in a face to face course.
Differences between Online Courses and Face to Face Courses. While the academic
expectations are the same between online and face to face courses, the mode of course delivery is
obviously very different. This difference will require students to alter some of the expectations
learned in face to face courses to better participate in online courses.
More Reading. Students in an online class must read all of their instructional materials.
They do not get some of their instruction from a professor’s lecture as do students in a face to face
course. Therefore, successful online students must possess strong reading and comprehension
skills and expect to read more than they typically do in a face to face course.
More Writing. Students in an online class typically write all of their class-related
communications. Many do not take advantage of the ability to talk with the professor or classmates
as do students in a face to face course. Nor do online students have access to other communication
cues (e.g., body language, voice inflection cues) to know that they are conveying the intended
message. Therefore, successful online students must possess strong writing skills and must be
willing to reread, revise and edit their written work to communicate the intended message clearly.
More Active Involvement in Learning. Students in an online class are participating in a
course that is guided by a different set of educational assumptions than those participating in a
traditional, lecture-based face to face class (see New Roles above). As a result, students must be
very involved in creating their own understanding of course concepts by reading, working
problems, researching questions, and writing. As a student, you will feel as though you are doing all
the work. You should because direction of learning in a student-centered classroom is the student’s
responsibility, not the teacher’s.
Professor as Partner, not Parent or Police. Students in a student-centered online class
tend to develop a different relationship with the professor than those in teacher-centered face to
face classes. A clear power differential exists in face to face classes that is much less obvious in
online classes.
In traditional face to face classes, the professor is the more powerful, authority figure and
the students are the less powerful followers. In addition to being the conveyor of all information,
the professor asserts responsibility for proper classroom order by engaging in behaviors such as
taking attendance, redirecting discussion when off topic, requesting students to silence cell phones
and stop texting, and addressing discipline problems when students behave inappropriately. (I find
it comical when adults, some older than I am, engage in inappropriate classroom behaviors. With
this power differential, some adults act like children again!)
In online classes, however, the professor cannot monitor whether students are working on
coursework or not. This responsibility now belongs to each individual student. This shift in
responsibility frees the professor to work alongside each student as a coach and partner in the
educational process instead of lecturing from a podium and enforcing the rules as a parent or police
officer. Additionally, students must not only initiate and direct their own learning, they must also
behave with honesty and integrity when completing coursework. Students are expected to uphold
high ethical standards regarding doing their own class work and earning their own grades.
This transfer of responsibility for learning and the less obvious power difference between
students and the professor fit my personal approach of teaching very well. I believe that good
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teaching allows students to realize the potential they had inside themselves all along. I liken this
notion to looking in a mirror. When we look into a mirror, we don’t see the mirror, we see
ourselves. Similarly, the influence of a good teacher (like the mirror) seems invisible but reflects
back to the student a potential and power the student hadn’t yet realized. This new vision of the self
empowers the student to continue learning. In other words, learning should not focus on what the
teacher does, but on what the students do and how they see themselves differently as a result.
Therefore, as a professor, if I do my job well, students will underestimate my contribution to the
course, and they will take full credit for learning, which is exactly what I want. (However, if you
experience feelings of unfairness with the increased responsibility and workload due to these new
roles and expectations, let me know. I’ll be happy to help you understand my contributions to the
course. In other words, I’ll show you the mirror.)
Time Considerations
With their ‘any time, any place’ convenience, many people fail to appreciate that online
classes do take time. In fact, an online class should take just as much of your time as a face to face
class. But, what most students come to realize is that online classes actually take more time than
face to face classes. Why? Because people can hear and talk faster than they can read and write. In
face to face classes, students have the ability to listen to lecture (hear) and ask questions verbally
(talk). These quicker modes of communication are not present in an online class. In an online class,
all communications typically must be written out and read. Thus, it tends to take students longer to
cover course content because they must read it (instead of hear it) and longer to ask questions
because they must write them (instead of speak them). Therefore, if you do not have time to take a
face to face class, you do not have time to take an online class either! So, before continuing with an
online class, be absolutely positive you have the time to devote to the course. If not, drop the course.
The only time savings students are afforded in an online class are the times spent driving,
parking, and walking to class. You can sum the amount of time you spend in these non-class time
activities to appreciate how much time you will save by taking an online class. But, bear in mind
that students are not spared any actual class time.
Concerning time, a benefit of taking online classes is time flexibility. Being able to work on
course assignments when it is convenient has always been a component of homework assigned in
face to face classes, but this flexibility does not apply to class attendance, in which students have to
attend class at a set time on set days. In an online class, this time flexibility applies not only to
homework (i.e., completing offline assignments), but it also applies to attending class (i.e.,
completing online assignments). Students can schedule a time to ‘attend’ class that best fits their
schedule.
Finally, regarding time management, students should schedule and establish a consistent
routine of ‘going to class’ (i.e., logging on to class) and completing homework (i.e., completing
assignments offline). Students should log on to the course on the first day each module opens,
examine each assignment, and schedule time to complete each assignment. Until the assignments
become routine, students should overestimate the amount of time it will take them to complete each
assignment. As the semester progresses, students should examine their time usage and adjust it
based on the amount of time it actually takes to complete each assignment (use the Weekly
Reflections to help you with this). Actual completion time will vary widely among students though
the course content is identical. This difference is not unfair; it merely reflects variations in ability
level, processing speed, experience with course content, and the like.
Make an Informed Decision
Before the course begins, weigh the convenience of taking an online class against the
demands (e.g., qualities, behaviors, time) required to succeed in an online class. Remember, online
students must be ready to actively engage course content and work, follow the suggestions for
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coping with feelings of isolation, embrace high academic standards and a more peer-like
relationship with the professor, devote more time to reading and writing, and manage their time
efficiently.
After an honest examination of your time and abilities, you may realize that you may learn
better in a face-to-face course. If so, drop the online class despite its convenience and take the
course in a face to face format. Genuine learning of content is more important than being able to
take a course in your pajamas, which some students do in a face to face course anyway! It is
certainly better to take a class face-to-face and succeed than to take a class online because of its
convenience and fail.
If you decide that online education is right for you (though it may take you out of your
comfort zone a bit), I welcome you to the course! By the end of the semester, you will have exposure
to course concepts, and you will have an opportunity to apply those concepts to your future
profession. Additionally, you will have experience with an approach to learning that will serve you
well in the future. Some of the assumptions guiding the student-centered approach to learning are
the same ones you will rely on as a professional working in your field. Being a professional (instead
of merely having a job) means that you will engage in life-long learning as you continually gain new
skills and techniques to improve your practice. Having experience with student-centered learning
will aid your ability to take charge of and guide your own learning in the future. I look forward to
working with you!
– Dr. Andria Schwegler
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