Using Speech Writing to Generate Increased Content and Interest in an Online Organizational Behaviour Class

Using Speech Writing to Generate Increased Content and Interest in an Online Organizational Behaviour Class

Struggling to find heuristic and empirical methods of motivating students to write more and not adhere solely to the expectations of the discussion questions is both daunting and lends itself to creativity on the part of the educator. Many researchers noted a disparity in the face-to-face and online environment in favour of the on the ground experience. Allen, Bourhis, Burrell, and Mabry (2002) in their meta-analysis indicated that students possessed a "slightly higher level of satisfaction with live course settings that distance education formats" (p. 89). Per contra, Neuhauser (2002) in her study on differences in learning styles between face-to-face and online students summated, "no significant differences in test scores, assignments, participation grades, and final grades, although the online group's averages were slightly higher" (p. 99).

With this in mind, this researcher has implemented speech writing as a means of increasing students' participation, interest, and allowing for more in-depth attention to content. Students were given a speech to write on the importance of interpersonal communication to organizations. They were able to effectively, and in some cases, excel in their ability to apply theory to praxis. There was also increased participation for that discussion question as well since students were motivated to comment on their cohorts' skilfully crafted speeches. Online students readily appreciated the differentiated instructional style and saw it as refreshing and enhancing motivation. This observation is similar to ideas purported by Jordan (2009) where enhancing engagement through authentic assessment design is the sine qua non of the online environment.

Other issues of isolation within the online environment as well as student satisfaction perpetuate. From an overview of the literature on improving the online learning environment, this researcher concluded: (a) There is a need for increased emphasis collaboration, (b) e-tivities should be geared toward authenticity through synthesizing information, personal and professional relevance, (c) course design is imperative in spawning increased collaboration, authenticity, and levels of comfort with technology, (d) e-tutors should foster high levels of interaction, innovation, creativity, and out of the box thinking through creation of projected geometrical e-tivities, (e) above all e-tutors should show concern, support, caring, and give feedback as soon as is possible to remove any feelings of isolation.

References

Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing students' satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. American Journal of Distance Education, 16(2).

Jordan. L. (2009). Transforming the student experience at a distance: Designing for collaborative online learning. Journal of the Higher Education Academy, 4(2). Retrieved from http://www.engsc.ac.uk/journal/index.php/ee/article/viewArticle/134/172

Neuhauser, C. (2002). Learning styles and effectiveness of online and face-to-face instruction. The American Journal of Distance Education, 16(2), 99-113.

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