Gilbert, J. A., & Flores-Zambada, R. (2011). Development and implementation of a "blended"
teaching course environment. Journal of Online Learning and Teaching, 7, 244-261.
In this paper, the authors describe activities from a course that included both online and on-ground components. The Socratic method of teaching can now be effectively accomplished in an online discussion forum, a synchronous chat session, virtual environments, or in a wiki format. All of these innovative technologies are part of an instructor's teaching toolkit, and his or her arsenal for transforming course delivery. The authors describe the development and implementation of a "blended teaching" course. Blended teaching is an attempt to coalesce all of the best elements of online and on-ground instruction into a "super-hybrid" of sorts, one that delivers a rich skill set and a valuable educational experience to students.
Brinthaupt, T. M., Fisher, L. S., Gardner, J. G., Raffo, D. M., & Woodard, J. B. (2011). What the best online teachers should do. Journal of Online Learning and Teaching, 7, 515-524.
In this article, an MTSU E-learning Pedagogy Faculty Learning Community took Ken Bain's (2004) book What the Best College Teachers Do and extended his findings and arguments to the realm of online teaching. Bain did not mention online teaching in his book.
Adams, C. L., Rust, D. Z., & Brinthaupt, T. M. (2011). Evolution of a peer review and evaluation program for online course development. In J. E. Miller & J. E. Groccia (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development (Vol. 29, pp. 173-186), San Francisco, CA: John Wiley & Sons.
In this article, the authors discussed the development, implementation, and evaluation of the MTSU Online Faculty Mentoring program, administered through the University College.
Gardner, J. G., Fisher, L. S., Raffo, D. M., & Brinthaupt, T. M. (2011). Best practices for using conditional release in online classes. International Journal of Instructional Technology and Distance Learning, 8(10), 3-17.
This article is the first published account of how to use the selective or conditional release tools available through learning management systems such as D2L. The authors identified and described several best practice recommendations for the use of this tool based on case studies of instructors who had employed it.
Postlethwait, A. (2012). Service Learning in an Undergraduate Social Work Research
Course. Journal of Teaching in Social Work, 32, 243-256.
In this paper, the author examined student experiences (n = 111) in an undergraduate social work (BSW) research seminar in which a service learning (SL) project was the primary focus. Student groups (of 6-7 members) worked with local agencies to develop a research plan for the agency. Results showed that students found the SL project to be a positive experience. The SL outcomes resulted in a greater appreciation of research, including a greater interest in and comfort with conducting research among the students.
Kwon, H. J., & Brinthaupt, T. M. (2012). Teaching the social aspects of clothing in an online course. International Journal of Fashion Design, Technology and Education, 5(2), 129-134.
In this paper, the authors collected evaluative data from a newly developed online course to demonstrate that it was an effective way to teach this content.
Edmondson, D. R., Boyer, S. L., & Artis, A. B. (2012). Self-directed learning: A meta-analytic
review of adult learning constructs. International Journal of Education Research, 7(1), 40-48.
In this paper, the authors report the results of a meta-analytic study examining the relationship between self-directed learning and constructs that have received research attention in the education domain. Results show that self-directed learning is significantly and positively related to academic performance, future aspiration, creativity, curiosity, and life satisfaction. These results show that self-directed learning is an important construct and should be implemented into business education.
Williams, A., & Clark, L. M. (2012). Poor study skills and untapped resources: A study of entry-level mathematics students' study habits. Journal of Studies in Education, 2(2), online. In this paper, the authors examined student study habits. They interviewed prescribed-math students in several courses. The interview questions covered how students studied and what resources they used.