Post's guideline for instructors and students on using online discussion forums for MBA education. By Zvi Goldman, Ph.D., MBA, Academic Program Manager for Post University’s MBA Program.

1. An Online Discussion Forum Guideline: A Win-Win for Students and Instructors Zvi Goldman, PhD, MBA Marketing Concentration Online MBA Program Post University Waterbury, CT 1/26/2011 1 Zvi Goldman - Discussion Guideline

3. Student Satisfaction

6. “Best Practices”* Online and Asynchronous Zvi Goldman - Discussion Guideline 1/26/2011 2

7. Source: Online Discussion Role and Significance Online Discussion is Critical to Program Success “What Factors Impact Student Retention and Success?” The survey message is clear: Focus more on: High-contact engagements Group sharing/learning Active, hands-on participation Focus less on: Non-interactive assignments Technology for the sake of technology 1/26/2011 3 Zvi Goldman - Discussion Guideline

8. Online Discussion Role and Significance Quality Online Discussions Don’t Just ‘Happen’ Thequalityof an online discussion is not a random occurrence; its success largely depends on a carefully constructed design plan and execution. 1/26/2011 4 Zvi Goldman - Discussion Guideline

9. Online Discussion Role and Significance Structured Discussions Lead to Quality Interaction Many studies have related certain group structures toqualityof online postings.High level structured groups found more instrumental than low level structured groups in facilitating critical thinking and interaction in the online discussion environment. 1/26/2011 5 Zvi Goldman - Discussion Guideline

10. Online Discussion Role and Significance Student-Instructor Interaction is Critical Theinstructional value and educational importance of online asynchronous threaded discussions are highlighted by many studies, which emphasize the critical role of student-instructor interactions in promoting critical thinking. 1/26/2011 6 Zvi Goldman - Discussion Guideline

11. Online Discussion Role and Significance Instructor’s Quality Presence is Essential Instructor’squality of presence in online classes (cognitive, social, and teaching presence) has been significantly associated with, learner satisfaction, learning outcomes,course success andstudent retention rate. 1/26/2011 7 Zvi Goldman - Discussion Guideline

12. Discussion Load and the Quality Challenge Weekly Discussion Characteristics Example of assessed Discussion workload: 1/26/2011 8 Zvi Goldman - Discussion Guideline !!!

13. Discussion Load and the Quality Challenge Course and Discussion Workloads 1/26/2011 9 Zvi Goldman - Discussion Guideline Weekly Discussions consume over 9 hours, ~60% of Course workload:

14. Discussion Load and the Quality Challenge Need / Challenge Statement The need: From all perspectives, the Discussions need to be valuable, productive and efficient. The challenge : Provide students with the best possible Discussion learning experience while keeping the associated workload manageable for both students and instructors. The approach: Post University Online MBA Program has recently launched an Online Discussion Forum Guideline for all teaching staff, faculty and adjuncts, to help accomplish and sustain a balance between Discussion quality and workload. 1/26/2011 10 Zvi Goldman - Discussion Guideline

15. Discussion Load and the Quality Challenge Online Discussion Forum Guideline Goals Achieveconsistency: Institute a single reference guideline, common to all teaching staff. Support aculture of excellence andcontinuous improvement: Encourage all to share 'Best Practices’. Optimizelearning experience: Harness the practical experience of the entire teaching staff. Find optimal balance:between learning experience quality, productivity and efficiency. Promote Program’s quality and differentiation. 1/26/2011 11 Zvi Goldman - Discussion Guideline

16. Online Discussion Guideline Design Approach Discussion Guideline Inclusive Approach One Guideline Fits All! 1/26/2011 12 Zvi Goldman - Discussion Guideline Discussion-Related Guideline Content Minimum Requirements "Best Practices" Actions ::: ::: Do & Don't I. Design & Develop ::: ::: ::: ::: II. Set Expectations ::: ::: Categories ::: ::: III. Launch & Manage ::: ::: Primarily the responsibility of: Course developers and/or the Faculty in charge Course instructors GO

17. Online Discussion Guideline Design Approach Guideline Content Definitions Minimum Requirements: Required minimum standards and actions from all instructors, promoting consistency across Post University Online MBA Program. “Best Practices”: Suggested tested practices and behaviors which exceed the minimum requirements, promoting Post University Online MBA Program excellence and differentiation. 1/26/2011 13 Zvi Goldman - Discussion Guideline

18. Online Discussion Guideline Content Design & Develop: Minimum Requirements Typically determined by course developers and maintained by course instructors: Install a non-graded thread for non-course-related communication. Develop 2-4 discussion threads for each week. Include threads for general questions at critical junctures of the course. Integrate discussion topics related to or reflective of concurrently addressed weekly content. Design many evidence-based discussions (supported by student's experience and research). Articulate the topics to promote critical thinking and argumentation. Allocate at least 25% of the total course grade to discussions. Include the discussion grading rubrics based on the expectations below in the syllabus. 1/26/2011 14 Zvi Goldman - Discussion Guideline

19. Online Discussion Guideline Content Set Expectations: Minimum Requirements Implemented by the course developer or the course instructor. Expect students to: Read all postings. Start posting no later than Wednesday on each Discussion thread. Show substantive presence on discussions at least three days a week. Respond to the original/seed question and all other questions directly addressed to them. Post at least four substantive contributions on each discussion thread. Offer evidence-based support (of own experience and cited research) at least once per thread. Demonstrate course knowledge and critical thinking. Apply normative/proper English and grammar (no texting or abbreviations). 1/26/2011 15 Zvi Goldman - Discussion Guideline

20. Online Discussion Guideline Content Launch & Manage: Minimum Requirements May typically be implemented by the course instructor: Greet students on the first Discussion week and facilitate introductions. Respond to all questions addressed to the instructor within 24 hours. Draw lagging students in and inform the Student Advisors of no-shows. Acknowledge individuals with great contributions and stop unprofessional online behaviors. Manage the Discussion quality to benefit all students - discourage fluff postings. Facilitate, evolve and maintain the Discussions to focus on stated unit/course objectives. Show substantive presence at least four days a week, including one week-end day. Challenge students to think deeper, differently and critically. Share your own knowledge and experience. Identify and manage (off-line) students with sub-par language skills. Grade Discussions by Wednesday of the following week. Report to APM on important issues (no-shows, plagiarism, etc.) 1/26/2011 16 Zvi Goldman - Discussion Guideline

21. Online Discussion Guideline Content Launch & Manage: Example Action Minimum Requirements “Best Practices” 1/26/2011 17 Zvi Goldman - Discussion Guideline

22. Program Implementation Survey Design Surveyed data being collected from Students and Instructors: 1/26/2011 18 Zvi Goldman - Discussion Guideline

23. Reported Weekly Quantitative Workload Assessing the hours workload for students and instructors: 1/26/2011 19 Zvi Goldman - Discussion Guideline Program Implementation

24. Program Implementation Perceived Workloads 1/26/2011 20 Zvi Goldman - Discussion Guideline

25. Program Implementation 1/26/2011 21 Zvi Goldman - Discussion Guideline Mapping of Student’s Workload Perception None Minor Medium Heavy Very Heavy

26. Program Implementation Perceived Student Value 1/26/2011 22 Zvi Goldman - Discussion Guideline

27. Program Implementation 1/26/2011 23 Zvi Goldman - Discussion Guideline Discussion Workload-Value Balance

29. Quality Discussions are time consuming for all, constituting more than half of the course workload

30. A Minimum Requirements Discussion Guideline would benefit students, instructors and Post

31. Perceived as a Core Competence for Post, the Minimum Requirements should be followed by all stake holders

32. Students and Instructors spend on average 9.7 weekly hours on Discussion, ~60% of the overall Course workload

33. The perceived Discussion load was mostly Medium-Heavy by Students and Medium by Instructors

34. Each perceived workload level was associated with a wide range of reported workload hours; 'Heavy' &'Very Heavy' ranges (average of 12 hours) were significantly higher than 'Minor' &'Medium' ranges (average of 7.2 hours)

35. Over 2/3 of Students perceived the Value for both Course and Discussion to be 'High' or 'Fair'

36. There was no significant correlation found between Workload and Value, but a significant associations were found for the Very High Value and the Low Value Discussion Perceptions:

37. Students and Instructors Discussion Workloads correlated significantly and positively in promoting Very High Value perception (i.e. Students perceived a high value in Discussion when they matched the time spent by Instructors)

39. Student Survey Hello Post MBA Students: You are invited to participate in a voluntary survey which will help us improve services to our students. Please help us collect honest data that will help us better design our Discussions and balance their load within the overall course load for you. Select the course and section number: [List of courses and sections provided] Enter the number of additional MBA courses taken concurrently at Post University with the course you report on now. [Choices: 0, 1, 2] Enter your GPA coming into the class (use x.xx numeric format). [Number expected] Looking back, how much relevant experience (previous exposure to the taught content) did you have coming into this course? [Choices: 1. None, 2. Negligible, 3. Some, 4. Fair, 5. Substantive] On average, how many hours per week have you spent on this course (including reading, research, discussion, assignment and communication with peers and instructors)? Use x.x numeric format. [Number expected] How would you rate the overall Course load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Course value for you in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] On average, how many hours per week have you spent specifically on Discussion (including research, reading and posting)? [Number expected] How would you rate the overall Discussion load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Discussion value for you in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] Zvi Goldman - Discussion Guideline

40. Instructor Survey Hello Post MBA Instructors: You are invited to participate in a voluntary survey which will help us improve services to our students. Please help us collect honest data that will help us better design our Discussions and balance their load within the overall course load for you. Select the course and section number. [List of courses and sections provided] Enter the number of additional courses you teach concurrently with the course you report on now. [Choices: 0, 1, 2] Enter number of students in class at the time of the survey. [Number expected] How would you rate your professional experience level with the course content? [Choice: 1: average, 2: above average, 3: substantial, 4: very high, 5: top expert] On average, how many hours per week have you spent on teaching this course (including management, discussion and grading; not including development)? [Number expected] How would you rate the overall Course load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Course value for your students in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] On average, how many hours per week have you spent specifically on Discussions (including reading, posting and grading; not including development)? [Number expected] How would you rate the Discussion load for you in this class? [Choices: 1. no load, 2. minor load, 3. medium load, 4. heavy load, 5. very heavy load] How would you rate the overall Discussion value for your students in this class? [Choices: 1. no value, 2. minor value, 3. fair value, 4. high value, 5. very high value] Are you teaching another course or section in this MOD? If so, please indicate yes and you will be prompted to retake the survey for that particular course or section. If you click no, the survey will be complete. [Choices: Yes, No] Zvi Goldman - Discussion Guideline

42. Average number of concurrently taken courses was1.3

43. 73% of students have taken one course at the time

44. 52% of students were from CT

45. Average reported GPA was 3.69, 3.78 and 3.65 for Concentration, Core and Foundation courses, respectively

46. Average reported GPA (3.74) did not change between modules

47. 63% of students reported to have ‘some’ to’fair’ level of experience coming into the course, 26% reported to have ‘none’ or ‘negligible’ experience only