Welcome to Kenneth Henderson's Home Page
KYVU Online Excellence Award Submission
Dr. Kenneth Henderson
Morehead State University
(606) 783-2753
(user name: market304; password: market304)
MKT304-201 Marketing is a core foundational business course introduced to Morehead State University College of Business and KYVU students during the Summer 2006 semester, repeated in the Fall 2006 semester and scheduled for the Summer and Fall 2007 semesters. MKT304 also serves as a bridging subject for graduate students without undergraduate marketing coursework admitted to the Masters of Business Administration program.
I kept the warning of White, Roberts, and Brannan (2003) “that simply transferring a traditional classroom-based course to an online format is doomed to failure” (2003) in mind when I developed the course. MKT304-201 blends the lecture components of a face-to-face class with proven and new online activities. My objectives were to create an online course that emphasized community by encouraging active learning, student-faculty contact, and cooperation among students. The course was designed to promote student-instructor and student-student dialogue. At the time I developed the online course I was unaware of Chickering and Gamson’s Seven Principles of Good Practice; however, as I prepared this report I realized that I had addressed all of their seven recommendations.
This submission is organized into four sections. First, I will describe the online course and how technology was incorporated to deliver subject material. Then I will address how the course exemplifies the teaching/learning experience of the 7 Principles. Next, I will provide a copy of the IDEA Diagnostic Form report and student feedback/remarks assessing the course. Finally, I will discuss plans to enhance this course.
Course Description
MKT304-201 can be accessed at http://moreheadstate.blackboard.com (user name: market304; password: market304). The course is built on the Black Board platform. The textbook used in the course is Marketing, 8th edition by Armstrong and Kotler. The text is composed of 16 chapters. The course delivers this text material in 16 modules rather than chapters. Modules were chosen to simplify course revisions required by future new editions of the text. Each module is introduced with a brief video in which the instructor delivers an overview of the chapter and outlines its learning objectives. The modules are divided into mini-lessons delivered using audio lecture and Power Point slides developed by the instructor. Breaking the modules into smaller instructional lessons delivers the material into manageable units and should enhance learning. Each module concludes with a video summary delivered by the instructor. Each module also included three threaded discussion board questions (one discussing the issues question, one applications question, and one focus on ethics question) and a 25 question multiple-choice quiz. During the semester, every student served as discussion leader for one discussing the issues question, one applications question, and one focus on ethics question. An innovative game (Lingo Bingo) was played throughout the semester designed to bring students to the course web page daily. Students were also provided CDs containing the lecture material (video, audio, and PPT components) to accommodate studying when logging onto the Internet was unavailable.
The course used a consistent layout design with a standard format on every module. Ease of web site navigation was a primary consideration. Students received an email prior to the semester describing the various elements of the web site. A welcoming message and introductory video clip were permanently posted on the announcement page. All 16 modules covering the entire semester were available to students from the first day of class so students could self-pace their learning. However, in order to build a participatory learning community and keep students on task, quizzes and discussion board questions were posted weekly to correspond with scheduled textbook chapters.
Application of Seven Principles of Good Practice
Principle 1: Good practice encourages student-faculty contact
The course incorporated numerous strategies to encourage student-faculty contact. I initiated these activities before the semester commenced and continued these activities throughout the semester. My objectives were to clearly outline methods available to contact me, assure students that I would be responsive to their messages, and that I was a friendly, approachable instructor. I frequently posted announcements on Black Board, responded to all emails and telephone calls within 24 hours, provided feedback quickly, and encouraged students to contact me. Specific strategies included:
· Prior to the beginning of the semester I emailed all enrolled students an introductory email with an attached video clip in which I described the course. I explained how to enroll on the web site, discussed its contents, and reviewed the “nut and bolts” of navigating the online technology. The email also provided clear guidelines for contacting me and noted that I would make every effort to respond to all messages within 24 hours.
· A subsequent email before the start of the semester asked students to complete an online survey (http://morehead.facilitate.com; user id: onlinemkt304; password: msu). I used the results of the survey to assess student experience with online learning and to determine their expectations with the course.
· Email was the primary form of private communication between students and me while the announcement section and discussion board were the primary forms of public communication. I checked my email several times daily seven days a week throughout the semester. I frequently posted announcements to motive students, remind students of upcoming assessment due dates, encourage participation, pose general interest questions, administer the course.
· At the conclusion of the second week of the semester I sent a video email to all students commending their early efforts and seeking to motivate ongoing efforts. The message can be found at rtsp://multimedia.morehead-st.edu:554/dl/MKT304/
module2email.rv. An example of one student response to this motivational email can be found in Appendix 1.
· Some educational literature suggests building trust encourages communication between students and their instructor. This pedagogy research recommends that people are more apt to trust people they know. Consequently, I designed the course to enrich the uploaded text material with video and audio components so students could “put a face” to the instructor. I peppered my audio lectures with personal anecdotes relating to the topics, used humor, and posted a brief faculty biography on the course homepage including a casual photograph of me in shorts and t-shirt with my feet up on a deck railing.
· The first student assignment was to create a personal homepage including information about their interests, work experiences, educational experience, and reasons for taking the class. Most students voluntarily included photos of themselves. The assignment served as the first step in establishing an online learning community by providing course participants with a sense of who was enrolled in the class.
· I posted a daily Lingo Bingo question (7 days a week). Students had to email the correct answer within 24 hours to receive credit. I responded to their emails immediately and included a personal note such as “Keep playing. You’re one correct answer from BINGO!” This frequent contact with students demonstrated my responsiveness and over time students began chatting with me in their emails. Sometimes the chats expanded beyond course material to family and personal matters. (Sample student emails in Appendix 2).
Principle 2: Good practice encourages cooperation among students
I believe online learning is most effective when it is conducted in a collaborative and social environment. Students improve their thinking and deepen their understanding of topic materials when they share their ideas with other students, respond and critique each other’s postings, and believe that their contributions are an integral part of the learning community. This course incorporated both formal and informal activities to encourage cooperation among students. Specific strategies included:
· Clear instructions on all assignments, dues dates, discussion board leader schedules, and Lingo Bingo cards were provided at the beginning of the semester (every student received a different card).
· I posted announcements and opinion questions throughout the semester that emphasized the importance of student cooperation in building a beneficial, strong sense of community.
· Students were required to participate in weekly threaded discussion board activities. Not only were students expected to thoroughly answer the three weekly questions but they were also graded on their responses to other students’ postings. Student activity and student-student postings increased weekly throughout the semester. I posted announcements recognizing outstanding discussion board messages and sent remedial emails to individual students who failed to post or posted inadequate responses.
· Every student served as a discussion board leader for each of the three categories of questions during the semester. Discussion board leaders were responsible for providing feedback to other students; generating involvement; probing, prodding and questioning responses; raising follow-up questions. Two or three students were assigned to each question. They could team together to complete their leadership duties. Overall this collaborative activity enabled students to get to know each other and drew the class together. I conducted the leadership role during the first two weeks in order to provide an exemplar.
· To ensure the weekly module discussions focused on task, I set up a “Coffee Break” thread where students could “meet” to discuss off-topic subjects. The page also included a weekly opinion question where students could express themselves on a variety of topics. For example, after studying consumer behavior, the opinion question was “Have you identified any opinion leaders in this class? What do they do to influence you?”
· The student homepages allowed students to “put a face” to their classmates and get to know each other.
Principle 3: Good practice encourages active learning
The course was designed to blend the best aspects of face-to-face and virtual classroom learning experience. The course included video and audio components accompanied by Power Point slides to emulate the traditional classroom; mandatory weekly discussion questions requiring an understanding of subject topics, real world applications, and ethical issues; weekly quizzes covering module lectures and text chapters; class leadership roles shared by all students; and Lingo Bingo questions intended to daily draw students to the course site. Each module began by stating the major learning objectives of the chapter and concluded by reviewing those learning objectives. My goal was to engage students using a variety of teaching methods. Specific strategies included:
· Assessing students with a variety of performance measures (i.e. quizzes, discussion board postings, discussion board leadership).
· Engaging students to learn from reading and asynchronously discussing their peers' work. Students were encouraged to critique the solutions posted by other students, offer further comments, and challenge (with reasoned arguments) the ideas presented by the instructor, other students, and the text.
· Relating discussion questions to past personal experiences and applying these topics to their daily lives and/or real world situations.
· Creating the daily Lingo Bingo game in which students had to identify a key vocabulary word or marketing concept. The learning objectives of this game were four-hold. First, the game was intended to motivate students to keep up-to-date with the presented material. Students needed to listen to the lecture and/or read the text in order to answer the daily questions. Second, the game brought students to the course site daily thereby increasing the likelihood they read class announcements and contributed more frequently to online class discussions. Third, it provided the instructor to explain material to individual students who emailed incorrect answers. Finally, the game created the means for frequent student-faculty contact.
· Serving as “a guide on the side” rather than “a sage on stage.” Educational literature is divided regarding the role of instructor on the discussion board. Some researchers suggest that the active participation of the instructor stifles class discussion and encourages some students to simply wait to read the instructor’s comments. Other researchers argue that the instructor drives the discussion board learning experience. Early in the semester I asked students if they were more likely to actively engage in threaded discussion if they considered the discussion board “their space” or if I actively participated in discussions. The class consensus was for students provide feedback to each other with me monitoring and providing guidance only when misinformation went unchallenged rather than all the time.
· Providing students with CDs of lecture material enabling study when Internet access was unavailable.
Principle 4: Good practice gives prompt feedback
I answered all messages and posted assessment grades for all assignments within 24 hours. I emphasized that students should respond to the discussion board posting of their classmates quickly and often. The Lingo Bingo game emphasized speedy turnaround time.
Principle 5: Good practice emphasizes time on task
The course followed a specific schedule and established consistent deadlines to allow students to manage their time efficiently. Daily Lingo Bingo questions were posted every morning and correct answers were due within 24 hours. Weekly discussion board questions were posted every Monday morning and responses and feedback to other students were due before 11:30 p.m. the following Sunday. Weekly quizzes were posted Wednesday morning and due before 11:30 p.m. the following Sunday. I posted reminder announcements for all assignments throughout the semester. Specific strategies included:
Principle 6: Good Practice Communicates High Expectations
I clearly established high expectations before the semester began and reaffirmed these expectations throughout the semester. I challenged students to apply theories to real-world situations rather than remember facts or concepts. Outstanding student efforts were publicly recognized in course announcements and poor performance was privately communicated in emails. Specific strategies included:
· Sending an email to all enrolled students prior to the semester outlining my expectations for student performance.
· Permanently posting a “Nuts & Bolts” document in the course documents section that stated my expectations for the course.
· Requiring students to exam module topics from an application and ethical perspective rather than simply memorizing facts or concepts.
· Praising exemplary work in the announcement section by calling attention to insightful or well-presented student postings.
· Motivating students with periodic announcements about overall class performance.
· Challenging students to offer suggestions to strengthen class community.
Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
The course used a variety of methods to deliver course information (eg. textbook, audio and video lectures accompanied by PPT slides, treaded discussion questions) and assess student learning (eg. weekly quizzes, discussion board answers, feedback to other students, class participation).
Course Assessment
The effectiveness of the course was assessed using the IDEA Diagnostic Form Report and student feedback. The IDEA evaluation placed the course in the highest 10% of all courses (face-to-face and online). The overall ratings ranked the teacher raw score 5.0 (adjusted 4.8) and course raw score 4.9 (adjusted 4.9). The average of teacher and course raw score is 5.0 (adusted 4.9). Student comments were uniformly positive.
IDEA evaluation
I am unable to attach the course IDEA evaluation. I have mailed it to KYVU in Frankfort, KY.
Student Feedback/Remarks
This section contains student emails and discussion board posting. I was delighted students reported they experienced a sense of community with their classmates and positively rated the course.
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Sun, 17 Dec 2006 18:18:46 -0500
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From:
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To:
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Re: Lingo Bingo
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Thank you Dr. H.
This is the best online course that I have taken…You have enticed students to further develop their critical thinking skills. I felt extremely involved and enjoyed the challenge. There’s a lot of material to cover in this course, but you made it fun and interesting (i.e. videos, CDs, weekly discussion boards and lingo bingo). The pace of the class was fast, but not overwhelming. I truly enjoyed the experience. Online learning is challenging, but extremely rewarding.
I have discovered BCG, Mckinsey and Baine (Big 4 Consulting firms) by reading the text book. My goal is to apply at BCG upon completion of the MBA. With that said, I need to take more marketing courses to fine tune my skills (the BCG case studies are a little intimidating). I am taking the core MKT in Spring 2007, but I did not see your name for the summer sessions. Hopefully, you will teach a grad course in fall 2007.
Your passion for marketing has inspired many students in the class. You are an excellent professor!
Cheers,
Shurna
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Thu, 14 Dec 2006 23:02:49 -0500
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From:
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Subject:
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Grades
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Dr. Henderson,
I have enjoyed your class immensely. I felt like marketing just wasn't important until I had your class and now I realize the significance of it. I enjoyed your class soooooo much that I couldn't even miss a single day and I just wanted to express my feelings to you. I hope you have a fabulous and safe break. Thank you,
Britton Sloat
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Forum: Coffee Break
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Times Read: 9
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Date: Wed Dec 06 2006 08:16
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Subject: Re: Opinion poll #5
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I have taken many online classes, but by far Dr. H, you have been the most involved and enthusiastic!! I have never seen any other online professor outside of their picture, and never heard their voices unless I had to call them for some reason. I do feel as though I have gotten to know you as well as some of my classmates. I hope to take classes again under you in the near future. I hope everyone in our marketing community has a wonderful holiday break!!!
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Forum: Coffee Break
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Times Read: 10
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Date: Mon Dec 04 2006 00:37
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Subject: Re: Opinion poll #5
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I have taken many online classes and I feel like I have gotten more than most out of this class. It has been very close to what I would have expected out of an ordinary class taught in a classroom. I think the weekly quiz and the discussion boards have been very helpful.
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Forum: Coffee Break
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Times Read: 14
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Date: Mon Dec 04 2006 00:02
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Subject: Re: Opinion poll #5
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I really enjoyed this class and feel that of 5 classes that I am taking this semester, I honestly got the most out of this class. I think having the weekly quizzes is beneficial. It lets us learn a little at a time and never has the pressure of a big exam. I feel like I really learned this way; instead of just knowing the information for a test and forgetting it. For me, this method has really made a difference in the amount of actual information retained at the end of the semester.
I did feel involved in the class and often enjoyed the discussions. This was my first online class at MSU. I was very pleased with the experience and this course impacted my decision to take more online classes again next semester.
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Forum: Coffee Break
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Times Read: 12
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Date: Sun Dec 03 2006 13:56
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Subject: Re: Opinion poll #5
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This is probably the seventh or eighth internet course I have taken since being here at Morehead and this has really been my favorite course that I have taken online. I feel like with your discussion boards have given us a way to get to know one another and make friends with people in the class. I think you have done a great job at creating a sense of community in this class. I have felt very involved in the class all semester long and have really enjoyed taking this class online.
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Forum: Coffee Break
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Times Read: 14
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Date: Sat Dec 02 2006 22:11
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Subject: Re: Opinion poll #5
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I think this class is/was great, in my opinion as close as you can get to a regular class setting. I really enjoyed this class.
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Date:
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Sat, 18 Nov 2006 19:44:16 -0500 (EST)
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G10
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I hope to get back in the college groove. I cannot believe, however, that we are near the end. I wanted to ask if you taught any graduate level courses? I really want to focus in on marketing with my MBA. I have absolutely loved what I have learned this semester! My husband has learned a great deal too, as he has asked me to read aloud when I study. Thanks so much for putting so much time into this online class...many instructors don't, and it leads to long, boring semesters. You are also very respected by this class...many have corresponded with me and only have great things to say about you.
Thanks again!!!
Kim
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Wed, 02 Aug 2006 02:24:56 -0400
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Re: end-of-semester survey
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Dr. Henderson,
I just wanted to say that I enjoyed marketing tremendously. I know that I dropped out of some discussions and I am very sorry. I just took on too much this summer and didn't realize it. I guess I'm getting old and can't handle so much responsibility, but you are a great instructor and if I ever have the opportunity I would like to take an on campus class with you. I never realized that marketing was such an interesting subject. Thank you for all of our understanding and have a great summer.
Ginger
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Tue, 1 Aug 2006 19:44:35 EDT
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Re: follow re discussion board leader scores
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Dr. Henderson:
Thanks so much. I really enjoyed the course. I certainly hope that another marketing course with you is available in my MBA coursework proper once I get there.
Thanks again,
Lee Balaklaw
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Plan To Enhance This Course
I am currently working to make the modules available to students who want to download the lectures on iPods. This augmented delivery method will be added to the Fall 2007 course.
Appendix 1: Sample Student Response to Second Week Pep Talk
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Tue, 5 Sep 2006 17:43:25 GMT
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From:
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To:
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Re: MKT304-201
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Dr. . H
You are so correct! Many people think online classes are better, but they require much more time and effort. In classroom settings professors help narrow down the information and you can tell which info is stressed and will be on quizzes and exams (although your videos help greatly!) Online classes require you to be prepared with all of the information, which takes longer. As a mother and fulltime Librarian, online classes enable me to work on my classwork inbetween, and this is so helpful in my situation. But if I were a young whippersnapper with the ability to attend class, that is what I would do. Thanks for being a motivator...that is so helpful!!
Have a great week! Kim York
-- k.henderson@morehead-st.edu wrote:
Heading into Week 3 I'm sending you a few words of encouragement, cheer, and enthusiasm. Hear what I have to say by cutting and pasting the following URL:
rtsp://multimedia.morehead-st.edu:554/dl/MKT304/module2email.rv
Dr. H.
Appendix 2: Examples of Student-Faculty Contact Developed Though Lingo Bingo Emails
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Mon, 20 Nov 2006 12:55:59 GMT
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Re: G10
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You are in no way soapboxing...it is really a great subject, and I wish I had realized this in my undergrad! I plan to take econ this summer to get it out of the way....for some reason I dread this part of my program. Ha!! But hopefully you will be teaching a grad course in the fall. And yes, I am glad I have been able to take care of my dad. This has been such a hard year for him. It has also been very educational about information a daughter needs to keep on hand in case a parent becomes ill. When he had his strokes in December/January and was not able to tell the doctors anything about his medication...and I wasn't either...I suddenly realized I needed to keep files on his meds/doctor reports etc, which I have been since this happened. It is hard to realize that your parents are getting older. My step-father was also diagnosed with inoperable throat cancer this year, so I have been assisting my mother throughout the year too. I am really ready for 2007! I really hope the new year offers good health to my father and comfort for my mother and step-father. And I don't know if you believe in prayer, but I certainly do. I will be saying a prayer for you and your mother that you can remember your father lovingly and hopefully create some wonderful memories this holiday while you are still able to share them with her. We sure never know what tomorrow brings. I hope your family has a wonderful holiday!
Kim
-- k-henderson@morehead-st.edu wrote:
48+2,
Follow-up is correct. Cross G10 off your card.
I'm glad your dad is doing well. Last year I spent Thanksgiving with my
parents. Two days later my father passed away (at 92). Family is precious -
certainly much more important than any class. The time you've spent with your
father during his illness and hospitalization is irreplaceable, loving, and
deeply meaningful to both of you. I'm happy MKT304 is delivered online so you
could continue your study at your own pace without dividing your time.
I do teach MBA subjects. My next grad subject is MKT650 (Marketing
Administration) during the summer semester.
Sounds like your husband and you have "seen the light." I truly believe
marketing is the most important business discipline and drives the success of
any company. My viewpoint is that marketing (i.e. creating long-term,
satisfying relationships with customers) is a philosophy (rather than a set of
operational tactics) that should permeate organizations and be embraced by all
employees in every department. Yikes, sounds like I'm on a soapbox!
It's a privilege to share what I know with the class. Shame on other faculty
who deliver boring classes. Learning should be fun. I'm glad the class enjoys
MKT304. You're a good student and contribute meaningfully to the class. I look
forward to you enrolling in future MBA marketing courses.
Ken
Quoting tkyork@juno.com:
> The answer is follow-up.
> I just got back from getting my dad out of the hospital and back home. He is
> doing very well!! This is the first time I have been home, and feel like I
> will be home for a while in a long time. I hope to get back in the college
> groove. I cannot believe, however, that we are near the end. I wanted to ask
> if you taught any graduate level courses? I really want to focus in on
> marketing with my MBA. I have absolutely loved what I have learned this
> semester! My husband has learned a great deal too, as he has asked me to
> read aloud when I study. This stuff really fascinates him too! Well, I got
> 48/50, but it was the imfamous Q 7 that got me and I know it will be thrown
> out, so hopefully I will keep getting 48's or 50's the rest of the semester.
> Thanks so much for putting so much time into this online class...many
> instructors don't, and it leads to long, boring semesters. You are also very
> respected by this class...many have corresponded with me and only have great
> things to say about you.
> Thanks again!!!
> Kim
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Date:
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Mon, 27 Nov 2006 00:16:52 +0000 (GMT)
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From:
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To:
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Subject:
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Re: i12
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Absolutely not...I am having soooo much fun with Lingo Bingo...I'm on a roll!!!
----- Original Message -----
From: k-henderson@morehead-st.edu
Date: Sunday, November 26, 2006 7:13 pm
Subject: Re: i12
To: shurna.henry@videotron.ca
> Shurna,
> BINGO! After awhile, all this winning becomes boring, doesn't it?
> Dr. H.
>
> Quoting shurna.henry@videotron.ca:
>
> > i12: According to the text, when companies allow customers to be prosumers rather > > than consumers, > > they are said to be engaging in __ customerization>
> > Bingo Again!!!
> >
> > I22
> > I9
> > I12
> > I2
> > I3
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