Beyond Flexibility and Convenience

Abstract

Online learning modes can provide convenience and flexibility to students. But communicating the value of online education in technical and professional communication should not end there. Program directors should rearticulate the narrative about the value of online graduate education beyond flexibility and convenience by reevaluating the ways that program assessment is designed and implemented. This pilot study suggests that a community of inquiry framework can help to communicate the value of the online learning environment to a variety of stakeholders, including prospective and current students, administrators, instructors, and potential employers.

Introduction to Effective Teaching of Technical Communication

“…My pilot study COI program assessment showed that a handful of activities helped to cultivate cognitive, social, and teaching presence: conducting more frequent formative assessment, encouraging student reflection, and facilitating team-based active learning (Watts, 2017). These findings prompted faculty to discuss how such activities are happening in our seminars and how they could be further promoted.…”

“…As director for an online TPC program for over a decade, I have found that only assessing student learning outcomes for program assessment is not sufficient to properly communicate the value of my program to its stakeholders: I also have to assess the online learning environment (Watts, 2017). Why?…”

Studying online with special needs: A student perspective

“…It is vital to understand that SWDs' needs can differ; some may prefer consistent methods, while others might base their choices on daily conditions. Thus, in-built flexibility is critical for optimal participation (Watts, 2017). SWDs also emphasise varied learning activities to boost engagement.…”

PARS in Charge: Resources and Strategies for Online Writing Program Leaders

“…Schedule this critique after members have established trust, and integrate student reflection and instructor feedback into the course before Week 8 to further this "trusting influence" among CoI members (Peacock & Cowan, 2019). Final responses and portfolios can be used in course or program assessment (Watts, 2017).…”