Issue link: http://www.e-digitaleditions.com/i/56805
query—they then can text back their own responses. At the same time, the speaker can react to those texts simultaneously. When professors use text and voice simultaneously in online dis- cussions, the cohort becomes fully engaged, able to think out loud together. And because this level of interaction demands total focus, all the time, students are forced to think in more disciplined ways. Done well, this approach is a potent answer to teaching multidimensional thinking and critical analysis on the fly. Claim: Online learning can isolate students. Fact: Online classrooms can promote greater inclusion and confidence. In face-to-face classrooms—not to mention in actual business set- tings—intense, high-pressure inter- actions can exclude individuals who are shy or fear failure. Because of its "public/private" nature, the online classroom offers shy students a safe environment to share their ideas. Those who might feel excluded in traditional classrooms often feel more empowered to participate in online synchronous discussions. In the process, they can develop their creativity, take more risks, and con- tribute more to the conversation. In their blogs, students often share what it was like for them to learn to be more active contribu- tors. One student wrote, "I'm not one who normally participates in class, but I've made an effort to contribute more and admit it makes class more interesting." 40 March/April 2012 BizEd In business, much of the prepara- tion for boardroom meetings takes place well before the board meets, and it's no different for our online courses. The synchronous classroom is only part of the online equation. To ensure richer learning envi- ronments, each week professors pose key questions on the discussion forum that help students decon- struct the case that will be under discussion during the synchronous online session. The professors help direct discussion with brief responses to student postings, act- ing much like CEOs who use their BlackBerries to respond to emails. Students use these forums to try out their ideas and practice their ana- lytical skills without the time con- straint of live discussion—with each post, they're preparing for the learn- ing crucible of the live classroom. We also require students to write blogs, where they reflect on what they are learning and connect it to This is one of many similar com- ments students wrote in their blogs. Professors who develop multiple modes of contribution in their online courses are likely to discover that more students participate, not fewer. Claim: Online courses are static. Fact: Online courses are dynamic, reflec- tive, and experimental. their prior knowledge. These blogs, which we view as learning journals, are not private diaries, but public reflections shared with the profes- sor and the class. In these blogs, students are invited to bring in their expertise from their fields and review their past performances. This exercise helps students not only make deeper connections to the content, but also create a commu- nity of supportive learners. 'Living the Learning' At NYU-SCPS we embrace a "liv- ing the learning" approach in our online course design. The tools we use in online classrooms are the same ones that global firms use to coordinate global teams, man- age projects, assure the quality of project results, improve productiv- ity, and align objectives across the organization. In other words, a virtual class- room does not simulate the virtual experiences our students will have in the workplace—it is the virtual experience. For that reason, it's imperative that educators explore ways to maximize the benefits of online learning tools on their own terms, not continually view them as "substitutes" for face-to-face tech- niques. Our commitment to business and higher education demands that we take this journey. Our students deserve nothing less. Roseanna DeMaria is an associate adjunct professor and Chief Learning Officer in the Leadership & Human Capital Management graduate program at New York University's School of Continuing and Professional Studies. Ted Bongiovanni is the director for dis- tance learning and an adjunct instructor at NYU-SCPS. DIANE FENSTER