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Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
distance between instructor and student and reaping the benefits of teacher immediacy. Hopper
k and face-to-face interaction as a substant
The following methods can be used to meet the challenge of communicating accessibility:
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
In the distance learning literature, Moore (1993) uses the term transactional distance to discuss
-learner relationships that exist when learners and instructors are separated by space
. 22). Dialogue, one of the variable sets that determine transactional distance,
involves three types of interaction: student interaction with the content, with the teacher, and
with other students. Online instructors not only need to design the course to encourage teacher
interaction and accessibility as discussed above, but they also must create community by
encouraging student to student interaction. udents have the
opportunity to interact with one another and their instructors about the content, they have the
opportunity to build within themselves, and to com
. 73).
Some possibilities for providing students with interaction opportunities are as follows:
Your syllabus should contain the same basic information that your traditional class syllabus
contains. However, Internet classes require some additional considerations.
If you have weekly assignments due, student response to the assignments can be your
. Teachers who do not give weekly assignments can require students
to email them on a weekly basis and count this as student attendance. Another option is to
require students to post a response to a weekly Discussion Board question. Your electronic
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
regarding software, downloads and plug-ins, how to have their mail forwarded, and the like.
Having a course specific How To page or an FAQ page linked to your course syllabus can save
you time answering individual questions. Include such information as the following:
An explanation of anything else specific to your cyberspace classroom.
You also can include specific guidelines about student participation in the class itself.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
judicious selection of technology. In face-to face teaching, technology should be an enhancer,
not a detractor, and should have purpose. The same is true for the online classroom. Simple,
clear, easy to navigate webpages are far superior to glitzy, animated graphics heavy, or text filled
activities that are appropriate for online courses. Teachers of online classes can also choose from
the variety of activities accessed through MindTap. The suggested options range from simple
online surveys to major assignments. The Internet has a various modes of communicating in the
business setting, so distance learning teachers can provide students with opportunities to
experience these different communication methods via MindTap or your Learning Management
for each lesson and repeat graphics to identify specific sections to help students navigate your
pages more easily. Provide students with a checklist at the conclusion of each lesson to help
students have the assurance that they have completed all the readings, lectures, and assignments
associated with each lesson.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
It is important to make your online course Learning Management System and MindTap course
materials go live at least 1 week before the beginning of classes. It is a good idea that the
following basic information should be emailed to each student on the first day:
1. Instructor name, office location, telephone number, office hours, required textbooks
2. Copy of the course syllabus, which includes the course description and objectives
3. Daily schedule and course objectives (e.g., lectures, activities, assignments).
4. Specific course information (e.g., activation codes and instructions for purchasing and
enrolling in MindTap, assignment specifics, evaluation methods, and numerical-to-grade
I. Course Description
II. Objectives
As a result of your participation in this class, you will accomplish a number of objectives
A. Analyze communication as a transactional process involving effective and ethical
behaviors in business and professional settings
G. Demonstrate skills that lead to success in problem-solving contexts
H. Create appropriate visual aids
I. Present effective informative and persuasive speeches
III. Units of Instruction
A. Understanding Communication in the Workplace
B. Personalizing Communication in the Workplace
C. Maximizing Communication in the Workplace
D. Polishing Oral and Written Communication in the Workplace
IV. Methods of Instruction
A variety of the following instructional methods may be used during the semester.
A. Lecture E. Roleplaying
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
V. Evaluation
Point values will be assigned as specified.
Practice
VI. Required Text
Cheryl Hamilton. Communicating for Results: A Guide for Business and the Professions,
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Unit 1: Understanding Communication in the Workplace(Chapters 1 3)
Week 1 T Introduce the course
Make student introductions
Due: MindTap Quiz 2; Chapter 2 video activity
Week 3 T Chapter 3, Handling Conflict, Cultural Diversity, and Relationships
Discuss flexibility and relationships with people of different styles
Assigned: Self-Description Questionnaire, due Tuesday of Week 5
Due: MindTap Quiz 3; Chapter 3 video activity
Unit 2: Personalizing Communication in the Workplace (Chapters 4 6)
TH Chapter 4, Effective Listening
Assigned: Self-Description Questionnaire, due Tuesday of Week 5
Due: MindTap Quiz 4; Chapter 4 video activity
Due: MindTap Quiz 7; Chapter 7 video activity
Assigned: Interview of a professional via MindTap, using YouSeeU, due
Tuesday of Week 9
Week 7 T Chapter 8, The Employment Interview
Discussion of electronic resumes
meet briefly online using YouSeeU to plan for their discussion on Case Study 3
Due: MindTap Quiz 10; Chapter 10 video activity
TH Group discussions on Case Study 3 via YouSeeU (submit via MindTap)
Exam II (Chapters 7 10)
Unit 4: Polishing Oral and Written Communication in the Workplace
(Chapters 11 14)
Week 9 T Chapter 11, Informative Presentations: Plan, Research, Organize, and Deliver
Film, Speaking to One or One Thousand
Audience analysis, organization, outlines, introductions, and conclusions
Due: Submit interview assignment via MindTap YouSeeU
TH Continue Chapter 11discussion on researching, supporting, and delivering ideas
Improve quality and save time: Research speech topic using search engines and
the Internet
Due: MindTap Quiz 11; Chapter 11 video activity
Week 10 T Chapter 12, Verbal and Visual Supporting Materials
Week 11 T Assigned: Final Self-Description Questionnaire, due Tuesday of Week 15
Due: Peer critique of informative presentations
TH Submit final informative presentations via MindTap YouSeeU
Week 12 T Chapter 13, Persuasive Presentations: Individual or Team
Due: MindTap Quiz 13; Chapter 13 video activity
TH Submit final persuasive presentations via MindTap YouSeeU
Week 15 T Due: Final Self-Description Questionnaire
TH Chapter 14, Written Communication
Due: MindTap Quiz 14; Chapter 14 video activity
Week 16 Final Exam
Although teaching an online class can be a challenge, it certainly can be a rewarding experience
and works well for a Business and Professional Communication course. Some of the positive
aspects of online teaching include the following:
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
This section of the instructor manual contains material for structuring class assignments and
meetings to incorporate specific information and details from the Hamilton textbook and to take
For each Hamilton textbook chapter, MindTap includes a number of supplemental resources:
Warm-up question that introduces topics and concepts covered in the chapter and
provides answers and feedback to a general question
From main MindTap screen, click Unit View icon/click relevant part/click relevant
chapter/click Getting Started
Notetaking capability that enables students to read the chapter, highlight text, and take
notes online (and enables instructors to select the orange highlighting for shared view
with students)
From main MindTap screen, click Unit View icon/click relevant chapter/click chapter
reading/highlight relevant portion and select Add Note or select relevant color to
reflect on, personalize, and apply the concepts learned
From main MindTap screen, click Unit View icon/click relevant part/click relevant
chapter/click Interactive Video Activity
Flashcards to practice defining key terms in the chapter
Click the Flashcards icon in Apps Doc
From main MindTap screen, click Unit View icon/click relevant case study
In addition, MindTap resources include the following more general resources that underpin and
enrich every chapter of the Hamilton textbook:
Outline Builder, which enables students to construct speech outlines, a particularly
relevant tool for Hamilton chapters on informative presentations (Chapter 11) and
