Symposium for Teaching and Learning with Technology

A 1-credit course to teach journalism majors basic grammar was originally taught face-to-face, and was "awful." It is now online, delivered via ANGEL. It has been effective whether face-to-face or online. When first offered online, still used same textbook and PPTs on topics such as conjunctions or punctuation.
Students would do a reading, look at PPT online, practice quiz, quiz that counted. Could e-mail teacher and students. Midterm and final.
In successive semester added other tools – IM office hours, discussion board study buddies so students will interact with one another. Wanted students to visit course more often and wanted to find out which activities were working best.

Results:
Use of interactivity unique users: podcasts 58%, study buddies, 38%, 31% ask teacher, 30% cafe, 19% Schoolhouse Rock (8 different campuses)
Usage fell off during the semester, including lurking; small spike at end of semester
Usage by type (student-student, student-teacher, student-content): student-content least used; student-student used most.

SRTEs showed students would like even more interactivity.