Since I began creating and teaching courses in Kent State’s Online PR Master’s last year, I’ve been eager to share my experiences here on the blog. But I haven’t had the time.
Since our “baby” was born in January 2011, it’s pretty much taken over my life and the lives of my colleagues, Bob Batchelor and Gene Sasso. Bob is the architect of the academic side, Gene the organizational/administrative side. They’re a kick-ass team, though they don’t sleep much.
Me? I just drive the truck, creating a couple of classes and facilitating 3-4 others.
Does online instruction work? Absolutely. From where I sit, it’s every bit as effective as face-to-face education — maybe even more effective. When you consider the people we serve, online is the logical model. Our 200+ students are working professionals who must fit graduate school around other stuff like jobs and families. Most tell us face-to-face grad school isn’t an option since you can’t do it from 1-4 a.m.!
What’s it like for me? I’m glad you asked.
Pluses
+ Pure Interaction. Online teaching, like online learning, is a social-media experience. So for me, it comes naturally. While I’ve met only a handful of my students in real life, I get to know them well and in the purest of environments. Students in our online courses are judged by the quality of their thinking and their ability to express it in writing and to talk about it in the forums. The online platform strips away egos and the superficial elements that often come with F2F interaction. It’s about knowledge, not personalities.
+ A focus on interaction. In F2F teaching, you need only stay one week ahead of your students. Online, I’m required to build an entire course — readings, videos, sound-slide presentations and assignments — and post it two weeks before launch. When the 7-week session opens, my course facilitators and I are then able to focus 100% on interaction with students and evaluation of individual work.
My mobile teaching office in Somesville, Maine.
+ Flexible work schedules. I can teach from anywhere with an Internet connection, and that’s especially helpful in the summer — though my wife still isn’t sold on the idea of working vacations. Her mood improves when I remind her that my August paycheck funded those 2 weeks in Maine — and then some!
+ Great Students. Students drawn to our program are disciplined professionals, most of whom don’t have the time or flexibility to study in a F2F environment. They work hard, and if they stay focused for just 24 months, they’ll earn a degree from an institution with solid reputation for PR education.
+ Change. Teaching online is a lot different than teaching on ground. And our online student profile is just as different. So the online experience has been a positive one for me, as I like to shake things up.
Minuses
– No real-time dynamics. I said the interaction with students is “pure” and all about the course material. And that’s true. But when you can’t see the students’ faces, you can’t pick up the nonverbal cues that appear in a classroom. F2F, I know immediately who “gets it” and who doesn’t. Not so online.
– Grueling course preparation. Building an entire course down to the smallest detail can be fun, but it’s 2-3 times the work of preparing a F2F class. You must anticipate every question and build the answers into the course content as best you can. You can never “wing it.”
– Rigid content limits flexibility. Because the course must be posted to the site 2 weeks before launch, I can’t make changes on the fly. With 12-15 sections running simultaneously — each directed by a facilitator/PR professional — a “no surprises” approach is essential for orderly delivery.
– Rookie administrators. Too many of our middle and upper administrators at Kent State are new to online graduate education and naive about how it works. Many think it should take less time than F2F, and along with that myth comes pressure to increase class size. Since these folks control the resources needed to support the program, it’s not a good idea to piss them off. So we’ll keep hammering away at ’em cajoling them until they get it.
– The Churn. That’s what we call it — with a capital “C.” Every 7 weeks, 200+ students and some 25+ instructors move from one course to the next — sometimes with a 1- or 2-week break, sometimes without. It’s exhausting for us and for the students, but you become conditioned. Cramming a 15-week course into a 7-week format is stressful, but it’s a model that’s working for our students — provided they don’t fall behind.
I’d welcome ideas and advice from anyone who’s taken online courses. And if you’re a seasoned PR professional and you think you’re up to teaching in this environment, let me know. We might have a spot for you on the next Churn!
Hey Bill: I do this as well, and we just launched a new all online MBA program (our other programs are hybrid). It is exhausting and exhilarating at the same time. I find it helpful to offer a time for students to meet you F2F–set up a time to be somewhere they can drop in to see your face. Coffee shop, campus, wherever. Most don’t take you up on it, but the locals who do/can appreciate it.
I love the F2F meeting idea, Laura. Problem is, all but a handful of our students are outside a reasonable driving distance. They hail from all around the U.S. and Canada and a few overseas (now a growing contingent). I’ve thought about online chat, but there’s only so much one can commit to one class. Wish I could do this full-time, but we still have some work to do with the admins!
You nailed it, Bill – I will say, however, that creating the PR ROI/Measurement class for Kent State was a lot easier than for … another university. I just created a social media measurement course, and given that the subject matter is changing moment to moment, it’s a heck of a task. You can’t just read ahead in the syllabus and tap dance as an instructor – and, unless students anticipate issues/questions, there’s no time to refit something, add a reading, or otherwise improvise, until the next cohort works its way through the schedule.
I enjoyed teaching the course last year (and the other two versions of it in the in-person program) in part because I’m passionate about the subject matter. But also, having senior professionals as one’s student team makes every week a reality check. Edifying, challenging, interesting – all that, and a bag of chips.
Sean,
I will take credit for one aspect of your course: I was the one who advocated that measurement and ROI in public relations deserves to be a class on its own. Once we established that, I knew exactly who we need to create it. But I also know there’s a good argument for ensuring ROI be part of every class we teach, and I worry we sometimes forget that.
Updating? I’m in the process of doing just that for my “Social Media in PR” class. Not too tough, since this course deals with the core principles of social media, its history and its impact on PR — all macro stuff. Stef Moore, whose course covers digital tactics, has a much greater challenge, and will need a lot more support from those administrators I’m “cajoling.”
Anyway, we’re talking about this at the right time, my friend. Let’s chat about the updates your course requires before it launches again early in ’13.
Bill – thanks for the post. I was thinking of writing something of my own experiences creating the Internal Communications class for Kent State, so good to be able to comment here in the meantime. I agree with you over most of the pluses and minuses. It is an intense programme and producing the entire course in advance is both an advantage and a drawback. I’ve also found all the admin side of setting up the course to be brilliant with excellent support from Stacy and Gene in particular.
The best thing for me has been the calibre and enthusiasm of the students. They have been so supportive of each other and the course, with excellent engagement and a real passion for learning. This applies whether someone is in their final course or just starting out on the Masters journey. I’m really looking forward to continuing to work with them over the next few weeks, and seeing how they engage with the materials and the assignments.
For me (being based in the UK) there is little chance of ever meeting the students F2F (though they are welcome to get in touch if they are ever over here). But I already feel part of the learning team both at Kent itself and with my two cohorts. I think one way we could improve the connection a little more is using live webinars, but appreciate entirely what you say about being only so much you can do and the various issues caused by the global reach of the course.
I take advantage of the time difference to get ahead of emails and online engagement by working in the morning UK time as it is nice to think that when students login, I’ve been there ahead of them. And it was pleasant to be able to engage with other tutors by conference call when on my holiday in France (my evening, your lunchtime). I know we shouldn’t be working on our holidays, but I see the technology as providing opportunities for students and lecturers who otherwise wouldn’t be able to participate in such a great learning experience.
Heather,
I considered it quite a coup when you agreed to create the class for us — and to facilitate it. We are lucky to have a person with your expertise and intellect. You’ve built a fine course, and I’m glad to be along as one of your facilitators. Oh, I’m a little envious of that time difference, too, now that you mention it.
Live chats or webinars would be a great edition. Not everyone could participate live because of our global reach, but the sessions could be recorded and posted to the course site. It wouldn’t take that much to make this happen. (I’m not sure if Stacy is reading this, but I can sense her grimace from here!)
I see so many possibilities for enriching online education, but each idea requires investment spending. Those who hold the purse strings will have to be persuaded it’s worth it.
I wonder if any of them read blogs!
Hi Bill,
These are all great comments, and I think you hit the nail on the head with the pros and cons. As a facilitator in the program, I’ve taught multiple courses (including Heather’s IC course right now – which is really great), and had the opportunity to work with some of the same students as they progress through the program. It’s rewarding to see them apply the knowledge they gained in past courses to their present work, showing the ROI of their learning experience. And, as a practitioner myself, I learn something every day from my students. The thoughts and insights they bring to the forums from their own professional experience and interpretation of the course readings is nothing short of magnificent. These are hardworking, passionate, committed students. This is the best gig ever.
Hi Bill-
I thought I’d throw in a few learnings, insights and observations from the student perspective. It’s been a fun ride. Except the days before Capstone projects are due.
-Studying theory is better in theory than in practice.
-Years of work experience did not prevent me from being scared to death during the very first course. I was so afraid I couldn’t do it.
-I am impressed with the discriminating taste and intelligence of Professors Batchelor and Sledzik. #Steelernation
-The longer you wait to finish a project, the more likely you are to encounter technical issues. Multi-media presenter is NOT my friend.
-I realized that am almost ridiculously competitive.
-I am a bit ashamed of how frequently I log in to check to see if assignment grades have been posted.
-I may or may not have danced around and done a little cheer when I got an “A” in Prof. Smith’s PR Law class. What a challenge!
-I resolve to never refer to myself in the third person in any introductory forum—my classmates may infer that I’m a pompous ass. Or maybe that’s just me.
-I have had to learn to read on the computer because I can’t justify printing out one hundred pages a week on my printer. But it’s getting hard to see the words with all the highlighter on the screen. Thinking it was a generational thing, I asked my college freshman son if he wanted e-versions of textbooks or hard copies. He chose hard copies. Maybe it’s a genetic thing instead.
-I have come to love social media as much as a teenage girl.
-Sunday assignments due on Easter Sunday, Mother’s Day, and any other holiday are a real buzz kill. My family was not amused.
-I can still pull an all-nighter like a boss.
– I have gained confidence and skill in my writing. I could use a brush up on some grammar rules. It would be nice if there was an online refresher for grammar that was available to anyone, anytime. It’s been a looong time since I diagrammed a sentence.
-It is now crystal clear that a company is referred to as “it” not “they.” Finally.
-While the convenience of the online program fits my needs much better, I often wish for more live interaction. The more comments, input and participation of Professors and Instructors, the happier I am.
-I have literally completed assignments from around the world. Assigned readings that cannot be downloaded and require being logged on to the internet poses some challenges for me. Especially at 37,000 feet.
-I have learned a lot. With two courses to go, I’d say mission accomplished.
Thank you to all who poured blood, sweat and tears into making this program a reality.
Thanks for chiming in, Lisa. You’ve been a stellar student in this program, and I often thought it must be pretty easy for you. Glad to hear we presented a challenge to such an accomplished professional.
I also appreciate your comment about studying theory. Very few people understand it until they do it. My master’s degree program included 11 theory classes, as I knew I could never become an effective teacher without the grounding. But what I learned — while still in school and working in PR — is that I could use that theory to produce results for my clients.
BTW, if you ever decided to leave the business, you have a future as a blogger. So long as you don’t need a paycheck!
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I am a charter member of the KSU online PR masters degree program. I agree with almost everthing Lisa wrote (read: #gobrowns). I have completed my coursework and am proud of my 4.0 (and I may or may not have done the dance, too, Lisa) as well as the feedback that I and my charter classmates have been able to provide the program. There have been growing pains and still are as I await important responses to critical questions about the thesis portion of the program that just aren’t coming, but I give the team at KSU credit. They have been open and honest with us along the way, admitting their mistakes and pushing back on us when we needed the shove. The program hit the ground running, thanks to DR. Bachelor and Gene Sasso.
I would add to Lisa’s comments that for me the money classes are theory, social media, history (at least the parts that were history-related), and all writing classes. I agree with the need for an on-line writing/grammar refresher. Writing for academia is different from writing in the professional world.
I’ve got two kids in KSU’s undergrad PR program, so I think I’ve got all the
bases covered when I say the PR education at KSU is unmatched in the classroom and on-line. My thanks to the administration, faculty and staff for advancing this field one student at a time.
We could not ask for a more effective advocate, Rick. Thanks.
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Bill, this is great! I’m glad you’re transparently discussing the pros and cons of online teaching.
I enjoyed creating and facilitating my first online class in the Online PR Master’s program this summer. I struggled with packaging content so far in advance, especially when many of my presentations addressed some of the nuts and bolts of social media sites – sites that constantly change. (Yet another reason not to focus on the tools!) I’m experiencing the same struggles this semester with an online undergrad course on social media strategies, and I’m scrambling to update my audio lectures and videos before they go live each week.
On the plus side, what I love most about teaching in the Online PR Master’s program is the level of student engagement. I’ll never forget the energy in that intro forum where everyone connected for the first time. It was contagious. It was evident the students – from different parts of the world – had built a strong community online through their previous courses together. That was fun to be a part of.
Stef,
Some may think I’m being TOO transparent in this post. You know first hand, as do Heather and Sean, that creating courses for this program is time consuming, but also a little stressful.
You start out with 20+ weeks worth of readings and assignments, then you have to pare it down to something that consumes no more than 18-20 hours or the student’s time each week. We also must keep a similar workload in mind for our instructors, or they can’t manage the task of engaging students and evaluating work. And with pressure to increase section sizes always coming from above…
Damn. I don’t want to think about this. My head hurts.
I have completely enjoyed learning from you Bill. I am 2 weeks and 1 class shy of graduating. I admit, I was a bit of a wild card. I was initially denied entrance to the program. I am assuming for my lack of PR work history– which in a traditional venue is zilch! But I was given a chance. I am so glad that I was given the opportunity to run with the big dogs. I Have learned so much. I ALWAYS do the happy dance that Lisa referenced. I don’t wait for the final grade– just on journals and forum grades. I have been able to maintain a 3.8 GPA– i cried like a baby who had their doll stolen when I got that B. DEVASTATED ME! I have worked hard to gain as much knowledge and education as I can, and it has been freely shared by this program.
Things I haven’t enjoyed about this program:
The list is short. The biggest would be the lack of F2F interaction. I know I personally would gained so much from direct interaction in a classroom setting. Like you said as a professor you can see the deer in the headlights look– mine would have been accompanied by a hand in the air ready to ask for clarification.
Sometimes, I struggle with the balance of life and school. In the past two years, my husband has deployed twice– he has been gone 12 of the 24 months. I worked full time, got laid off. Have 3 kids– one with special needs that requires 5 days a week therapy. My Dad went into a diabetic coma. The list goes on. We all have life! I can honestly say there were days that I wasn’t sure I could finish this program. I was often overwhelmed. I can remember one time I sent a series of questions to Dr. Batchelor. I think he was so amused by how ridiculous I sounded that he shared my email and his response with his colleagues.
The last negative thing I have is that I won’t get to go through the graduation program. It seems so menial on one end– but I wish I could have my moment of glory in that cap and gown. It is not feasible for me to travel with 3 kids during their academic school year. It doesn’t reduce my achievement.
I cannot think of another negative thing to say. I might need some PTSD therapy for the B I earned, but other than that I am a cheerleader for this amazing program. It is dynamic, challenging, enlightening, and well rounded. I feel prepared and ready to pursue a career in PR. I feel accomplished and humbled simultaneously. It has been a journey I would recommend to anyone who was considering this option. I hope that the people who reconsidered my application and were willing to take a risk on me, are pleasantly surprised by my perseverance and dedication to succeed. I feel honored to have been exposed to so many veterans of PR instructors and students alike.
Being an online student requires discipline and dedication. A drive. A hunger to fulfill a goal. A desire for knowledge- to be better, to learn as much as a brain can absorb. I am so excited about what the future holds for me. Thank you for all you do to share the field of public relations. I think you can rest assured in your work. To all of the programs professors, thank you for a job well done.