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Constructivist learning perspectives in the online public relations classroom

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Author(s): Ann Peru Knabe

Journal: PRism Online PR Journal
ISSN 1448-4404

Volume: 2;
Issue: 1;
Date: 2004;
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Keywords: public relations | pedagogy | teaching | education | public relations curriculum development | online teaching | online public relations teaching

ABSTRACT
Many researchers and educators use constructivist theory to analyse what works well in online classrooms. Past research suggests successful online teaching strategies involve community learning, shared interactions, and meaningful learning experiences. In this study, educators who taught public relations online, in either graduate or undergraduate settings, were interviewed using in-depth key informant surveys. Most interviewees reported successful integration of community learning, shared interactions, peer activities, real-world problem analysis, and other activities that reflect constructivist learning theory. The majority of online PR educators described themselves as ‘guides on the side’ or people who facilitate learning, such as coaches. None fell into the ‘sage on the stage’ category. The findings of this study suggest that constructivist learning theory is a successful framework for online public relations curriculum design.
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