Department of Management

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https://jewlscholar.mtsu.edu/handle/mtsu/5107

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Browsing Department of Management by Author "Brinthaupt. Thomas M."
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    Balancing online teaching activities: Strategies for optimizing efficiency and effectiveness
    (Middle Tennessee State University, 2015-03-15) Raffo, Deana M ; Fisher, Lawanna S. ; Brinthaupt. Thomas M. ; Raffo, Deana M. ; Management
    Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one's balance of the various facets of online teaching will improve one's teaching efficiency and effectiveness. We discuss the balancing issues associated with four key online teaching facets: course design/development, delivery of the course content, assessments/feedback, and professional development. We conclude with a template for a strategic professional development plan that addresses these key facets
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    Best practices for using conditional release in online classes
    (Middle Tennessee State University, 2011) Gardner, Justin G. ; Fisher, Lawanna S. ; Brinthaupt. Thomas M. ; Raffo, Deana M. ; Management
    With advances in online course delivery methods, teachers have a variety of options to control the release of course content based on specific criteria. Despite the availability of such conditional release tools, no best practice recommendations are available to guide the implementation of these tools. In this paper, we define the concept of conditional release, review relevant literature, report a series of case descriptions and lessons learned from courses where conditional release was used, and generate a list of best practices for use of conditional release. These recommendations provide teachers and course designers with guidance regarding the use of conditional release tools. Implications for course design, delivery, and research using these tools are also discussed.
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    Conditional release of course materials: Assessing best practice recommendations
    (Middle Tennessee State University, 2014-06) Raffo, Deana M. ; Gardner, Justin G. ; Fisher, Lawanna S. ; Brinthaupt. Thomas M. ; Management
    With advances in learning management systems and online course delivery methods, teachers have a variety of options to control the release of course content based on specific criteria. Despite the availability of such conditional release tools, very little research has assessed student perceptions and experiences with these tools. In a 2011 article, Gardner, Fisher, Raffo, and Brinthaupt put forward a number of best practice recommendations to guide the implementation of conditional release tools. This paper reports on the authors' evaluation of several of those recommendations through a survey of undergraduate student perceptions of the use of conditional release in their courses. The results of the study provide support for the recommendations, with students reporting positive evaluations of and experiences with the conditional release tool. In addition, students with lower overall grades reported being more engaged in the courses compared to those with higher overall grades. Implications of these results for the strategic use of conditional release of course content are presented.
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    What the best online teachers should do
    (Middle Tennessee State University, 2011-12) Raffo, Deana M. ; Woodward, J.B. ; Gardner, Justin G. ; Brinthaupt. Thomas M. ; Management
    As a core project, a university eLearning Pedagogy Faculty Learning Community (FLC) chose to apply recommendations for the art of good teaching to the online realm. There is relatively little discussion of this issue in the literature. In this paper, we use Bain's (2004) book What the Best College Teachers Do to discuss some of the major ways that the practices of effective teaching in general can be applied to online teaching in particular. Specifically, we explore methods of fostering student engagement, stimulating intellectual development, and building rapport with students when teaching online. This analysis provides a much-needed art of teaching set of recommendations that complements the science of teaching best practices approach to online pedagogy.