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Can Computer Mediated Discussion Groups Be Used for Interdisciplinary Instruction in Large Format Courses? |
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Abstract:
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Using Blackboard (a web-based course support program), students from an Introduction to Psychology course participated in on-line discussion sections. The discussion questions asked students to link information in the Psychology course to coursework in an Introduction to Public Policy course. This is the first time a large format course was used as an interdisciplinary course. We were able to replicate the benefits of smaller interdisciplinary courses in the large section. Students felt more comfortable with course work, reported a better understanding of both Psychology and Public Policy courses, were more satisfied with the teaching staff, and were more excited about continuing school the following semester. This paper describes the processes used to structure the course, the results from a survey administered to students at the end of the course, and the funding process for the course. |
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student (165), discuss (74), cours (71), question (48), psycholog (37), interdisciplinari (36), line (34), materi (33), group (32), on-lin (31), present (29), use (29), teach (29), baruch (29), class (28), post (27), fall (24), technolog (24), confer (23), number (23), answer (23), |
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computer mediated, discussion board, interdisciplinary, large-format courses |
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Association:
Name: American Political Science Association
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Blanton, Rebecca. "Can Computer Mediated Discussion Groups Be Used for Interdisciplinary Instruction in Large Format Courses?" Paper presented at the annual meeting of the American Political Science Association, Hilton Chicago and the Palmer House Hilton, Chicago, IL, Sep 02, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p59509_index.html> |
APA Citation:
| Blanton, R. , 2004-09-02 "Can Computer Mediated Discussion Groups Be Used for Interdisciplinary Instruction in Large Format Courses?" Paper presented at the annual meeting of the American Political Science Association, Hilton Chicago and the Palmer House Hilton, Chicago, IL Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p59509_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Using Blackboard (a web-based course support program), students from an Introduction to Psychology course participated in on-line discussion sections. The discussion questions asked students to link information in the Psychology course to coursework in an Introduction to Public Policy course. This is the first time a large format course was used as an interdisciplinary course. We were able to replicate the benefits of smaller interdisciplinary courses in the large section. Students felt more comfortable with course work, reported a better understanding of both Psychology and Public Policy courses, were more satisfied with the teaching staff, and were more excited about continuing school the following semester. This paper describes the processes used to structure the course, the results from a survey administered to students at the end of the course, and the funding process for the course. |
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.PDF |
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23 |
| Word count: |
5607 |
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| Baruch Technology Conference Presentation 9/3/2004 Dr. Glenn Albright Psychology City University of New York Baruch College -and- Rebecca Elizabeth Blanton Political Science City University of New York Graduate Center TITLE: Implications for Using Threaded Discussion Boards in Interdisciplinary Large Lecture Courses. Baruch Technology Conference Presentation 9/3/2004 Introduction -Glenn Albright- Overview Colleges and universities across the United States have been experimenting with interdisciplinary courses as a way to enhance course work and improve teaching. It has been demonstrated that interdisciplinary |
| Psychology into a multidisciplinary-multicultural undergraduate program at a research I university. Teaching of Psychology 27(3): 169-174.; Walker Arianne Abell 50. ii Chinese menu course work refers the method of picking courses from a listing of requirements (pick one course from column A two from column B...). iii These courses are in general upper division and receive of course hour credits equivalent to that of an upper division or seminar class. iv Several college administrators report further difficulty in deciding |
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