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@2006 Ed Gallagher, Professor of English, Lehigh Lab Fellow. Lehigh University.
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  • virtually all students found the five-eyes document helpful
  • the major reasons cited were that it provided a starting point and that it promoted variety
  • a large majority found the response options document helpful
  • the reasons cited included fostering variety, improving post quality, and keeping the conversation going
  • objections to the response options can be addressed by providing better quality information in some areas and by reducing my beating them over the head with it
  • the few students chafing under my system would benefit from some free space on content (different from Talk Radio)
  • the racquetball analogy worked very well
  • among the reasons cited were easy visualization, a common vocabulary, the fun game-like feeling, the non-competitive aspect
  • virtually all students found the discussion board in this course better than in their previous courses
  • the reasons given included that it was integrated into the course, fostered better learning, created community, and gave people a voice
  • the vast majority of the students clearly saw a difference, a change for the better, in their posts from the beginning of the course till the end
  • the reasons given for this improvement include practice, knowing the system and expectations, being more conscious, knowing options, consistency, using the documents, experimenting
  • the vast majority of the students were satisfied with the discussion-only format
  • the reasons given for feeling satisified with the discussion-only format included that it achieved some of same goals as other requirements would, stimulated creativity, enabled learning from others, provided flexibility to risk and experiment, provoked true opinions, insured respect for views, encouraged development of new views, triggered learning one's own views
  • almost to a person the class understand and valued Talk Radio
  • students saw Talk Radio as fun, as tensionless free space, where they could get to know each other on a personal level and as "real people" -- fostering community
  • some students approached Talk Radio in a more conscious way than I would have expected, with such specific goals as to entertain, to make people laugh, to push buttons
  • also unexpected was the way a few students said they actually enjoyed hosting Talk Radio
  • for the most part, student opinion about the best students in the class matched mine
  • surprisingly, 90% of the students received at least one vote as someone they would want to work with
  • only one student did not value other students and a sense of community in his or her own learning process
  • A very high percentage of the students felt that this class was a community
  • the most important signs of community were making friendships and stimulating outside-of-class contacts
  • many students were conscious of furthering class goals and especially self-conscious of how they were doing and how others were seeing them